Page 220 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 220
positive youth development in contexts
language learning was inspired by PP in the sense that it moved away from
a sole focus on negative emotions (i.e., foreign-language classroom anxi-
ety – FLCA) and also included learners’ positive emotions (i.e., foreign-lan-
guage enjoyment – FLE,) as an essential part of the language learning
process (e.g., Dewaele et al., 2017; Dewaele & MacIntyre 2014; Resnik &
Dewaele 2020).
Multilingualism in the migrations context – some points to consider
The global political and economic development over the last 25 years, which
has given ever more social, political or economic reasons for people to leave
their home country, has made studies on acculturation become particularly
relevant, with a number of approaches and models emerging to investigate
“the way people accommodate the heritage and the mainstream culture in
which they are immersed” (Panicacci & Dewaele, 2017, p. 4). As mentioned,
the context of migration is also one of the three socio-historical macro con-
texts in contemporary multilingualism research that study various pro-
cesses and factors in immigrants’ re-socialisation in a new (i. e., host/ma-
jority) language and culture, and how they shape their personalities and
identities. In complex processes of negotiating their multiple cultural iden-
tities (Benet-Martinez & Haritatos, 2005), immigrants’ multiple-language
use plays an essential role in terms of linguistic preferences in their every-
day interactions within the host/majority language speaking community
and expressing emotions (Panicacci & Dewaele, 2017). The need to adapt
(i.e., learn new skills and absorb new information) to a new environment
combined with the experience of loss, cultural differences and problems of
constructing social networks within the majority and ethnic groups can
cause different behaviour and emotional difficulties (e.g. low esteem with
higher depression and anxiety among migrant children (Diler et al., 2003),
which among others also manifest as communicative anxiety and a neg-
ative influence on linguistic competence. Studies of language anxiety in
the immigrant context (Sevinç & Backus, 2017, Sevinç & Dewaele, 2016;)
reveal its linguistic and socioemotional complexity, ranging from immi-
grants’ identity issues created by linguistic difficulties and their insecurity
of knowledge and use of either the majority language (ML) or the heritage
language (HL), and are closely linked to linguistic and social inequality as
well as perceptions of native-likeness, sense of belonging, and social exclu-
sion regarding the ethnic and local (i.e. mainstream) community.
220
language learning was inspired by PP in the sense that it moved away from
a sole focus on negative emotions (i.e., foreign-language classroom anxi-
ety – FLCA) and also included learners’ positive emotions (i.e., foreign-lan-
guage enjoyment – FLE,) as an essential part of the language learning
process (e.g., Dewaele et al., 2017; Dewaele & MacIntyre 2014; Resnik &
Dewaele 2020).
Multilingualism in the migrations context – some points to consider
The global political and economic development over the last 25 years, which
has given ever more social, political or economic reasons for people to leave
their home country, has made studies on acculturation become particularly
relevant, with a number of approaches and models emerging to investigate
“the way people accommodate the heritage and the mainstream culture in
which they are immersed” (Panicacci & Dewaele, 2017, p. 4). As mentioned,
the context of migration is also one of the three socio-historical macro con-
texts in contemporary multilingualism research that study various pro-
cesses and factors in immigrants’ re-socialisation in a new (i. e., host/ma-
jority) language and culture, and how they shape their personalities and
identities. In complex processes of negotiating their multiple cultural iden-
tities (Benet-Martinez & Haritatos, 2005), immigrants’ multiple-language
use plays an essential role in terms of linguistic preferences in their every-
day interactions within the host/majority language speaking community
and expressing emotions (Panicacci & Dewaele, 2017). The need to adapt
(i.e., learn new skills and absorb new information) to a new environment
combined with the experience of loss, cultural differences and problems of
constructing social networks within the majority and ethnic groups can
cause different behaviour and emotional difficulties (e.g. low esteem with
higher depression and anxiety among migrant children (Diler et al., 2003),
which among others also manifest as communicative anxiety and a neg-
ative influence on linguistic competence. Studies of language anxiety in
the immigrant context (Sevinç & Backus, 2017, Sevinç & Dewaele, 2016;)
reveal its linguistic and socioemotional complexity, ranging from immi-
grants’ identity issues created by linguistic difficulties and their insecurity
of knowledge and use of either the majority language (ML) or the heritage
language (HL), and are closely linked to linguistic and social inequality as
well as perceptions of native-likeness, sense of belonging, and social exclu-
sion regarding the ethnic and local (i.e. mainstream) community.
220
