Key points are not available for this paper at this time.
Fear, anxiety, and uncertainty creep into the confidence the learner has previously placed in their knowing and is reflective of a very chaotic transitional period. Senses are overloaded with unfamiliar knowledges, thoughts, and reflections that disrupt a familiar and comfortable sense of being and knowing, but once in the middle we must press on through to the other side or be carried away by fear—the fear of myths and stereotypes that have, until now, informed how we have come to know (Styres, 2019, p. 29). Recent decades have seen exponential growth in attention to two research areas in second language acquisition (SLA), which—until now—have continued along two relatively separate and independent paths. On the one hand, scholars have focused steadily increased interest in better understanding the relationships between language learning and emotions (e.g., Agudo, 2018; Dewaele Dörnyei et al., 2014; Simons Butler, 2017; LeBlanc et al., 2015; Li et al., 2020; Pessoa, 2018), as well as in SLA (Dewaele Gregersen et al., 2014; Wang, 2020), highlight the theoretical and pedagogical implications of affective variables in learning processes. These models have forged pathways for new instruments (e.g., Dewaele Li, 2023), methodologies (e.g., MacIntyre, 2012), and psychosocial movements (e.g., Multilingual Learning Toolkit, 2023; Pishghadam et al., 2013) solidly situating emotion in language learning. Still, though the growing number of scholars addressing emotions in SLA gives ample opportunity to investigate myriad variables and contexts and evaluate the implications for language classrooms, the literature has been largely insensitive to the diversity of language learning contexts and learners’ sociolinguistic profiles. As a result, significant questions can be posed regarding the validity and implications of existing work for a global audience, as classrooms in Western countries have remained the main focal point in these agendas. A close inspection of the research on emotions in SLA reveals an overwhelming representation of so-called second language (L2) or foreign language (FL) learners and learning contexts, with heritage, migrant, and minoritized languages and Indigenous learner communities largely absent in empirical work. In addition, a majority of the research bases itself on Western and Global North conceptualizations of emotion, which results in a very narrow realm of emotional dynamics that may not apply to multilingual and multicultural learners. Moreover, this focus on the L2 or FL learner may fail to recognize emotions that have not been detected or acknowledged within traditional L2 learning paradigms, or otherwise translate into assumptions of similarity between L2 and FL learners and other learner types. For example, though linguistic insecurity has appeared in narrative work with HLL populations (e.g., Coryell Tseng, 2021), the number of empirical studies addressing this intersection is minimal (e.g., Driver, 2023). Therefore, larger efforts are yet to be seen that situate the HLL experience within emotions research in SLA. In short, broader learner populations have received little attention, leaving the emotional aspects of minoritized—and often racialized—forms of multilingualism out of most research agendas (Prada et al., 2020), and the field largely unaware of and ill prepared for the emotional dynamics that might arise in HL contexts. Indeed, with expanding patterns of globalization, the number of HSs around the world continues to rise, and this population has attracted particular attention in SLA. Even so, the topic of emotion is largely overlooked by scholars in HLE or mentioned as an afterthought to other central investigative concerns. This is so even as emotional themes, such as shame and embarrassment, are often included in narrative accounts of HS experiences. To be clear, much of the HL research alluding to emotions that does exist still often assumes a one-to-one parallel for emotional reactions and implications between L2 and HL settings. This poses particular problems for (a) conceptualizing emotions within HL contexts, (b) preparing educators and guardians for the negative emotions that might arise in HL learning environments, and (c) assessing whether the beneficial effects of thus-far-studied positive emotions apply within HLE. Within SLA, for example, anxiety has been long identified as a common negative emotion in L2 classrooms, and there has been considerable research leading to practical pedagogical interventions to make use of positive emotions, such as enjoyment, to combat anxiety for L2 learners. For HSs, however, the field remains largely uninformed by research into the variety of emotions involved in HL learning, such as linguistic insecurity and generational trauma, or how to successfully create positive and effective learning environments for HL speakers. Given HSs’ intimate social, intercultural, and historical connections to their HL, HLE is never an emotionally neutral endeavor, and consideration of the emotional connections and implications of HL contexts is highly warranted. With foci on the social (Fischer Gardner Teimouri, 2018). In fact, a drive to cope with FL anxiety and negative emotions in general, coupled with an enthusiasm to promote stronger FL motivation and overall FL well-being slowly but surely promoted attention to the implications of positive emotions in SLA, particularly in the last decade. This trend, known as the positive psychology turn in SLA (MacIntyre et al., 2016), has inspired a renewed and vibrant dedication to the beneficial implications of positive FL emotions and attitudes, such as FL enjoyment (e.g., Dewaele Resnik Zheng Mercer, 2011), and student and teacher well-being (e.g., Gregersen et al., 2023), further extending the scope of research on the emotional aspects of FL learning. Indeed, the history of research on emotions in SLA has seen an exciting trajectory of continuous exploration into novel methodologies (e.g., Driver, 2021b; MacIntyre, 2012), from unique perspectives (e.g., Iida, 2012) and with an increasingly broad community of stakeholders in FL learning (e.g., Martin, 2023; Sudina et al., 2021). Promisingly, trends toward globalization and initiatives in critical themes in SLA continue to push the field forward toward diverse perspectives, emotions, and epistemologies, such as research on peace of mind (外语平和心态, waiyu pinghe xintai; e.g., Zhou et al., 2021) blossoming from Eastern cultural traditions and the recent development of transformative positive psychology (Mercer Valdés, 1989). In addition to efforts put into defining HL (e.g., Brutt-Griffler Carreira, 2004; Valdés, 2005; Van Deusen-Scholl, 2003) and investigating the language characteristics (e.g., patterns of grammar use, syntax, and pronunciation; Ilieva, 2012; Yoneda, 2010) of HSs, the following decades saw research with respect to myriad themes that came to bring together a group of scholars dedicated to exploring language policies and politics affecting HL maintenance (e.g., Bale, 2010; Burnley, 1994; Seals 2021). as the positive psychology turn was the field of SLA, a and growing dedication to critical language (e.g., 2018), critical pedagogies (e.g., et al., Makoni, 2018). the two fields of emotions in SLA and HLE have evolved from toward very and studies have focused on the interplay between HL experiences and emotions, opportunities exist for attention to the topic (e.g., et al., 2019; 2021; language policies and social have the power to HL motivation negative emotions and attitudes toward the HL (e.g., 2019; geared toward HL classrooms have the to an of emotions, from and to and (e.g., Driver, which can HL learning for better or the between emotions and HLs by be conceptualized as HSs’ sociolinguistic experiences can to emotions toward the HL, while or emotions toward the HL may affect and experiences in the HL, and multilingual policies within and community In to address the between emotions and sociolinguistic and the implications of the interaction between and emotion, this special issue takes a global perspective to exploring emotions in HLE. affective variables a central in these central affective variables to in might positive and negative emotional and to affect heritage language experiences and research questions to not only affective from a perspective that have yet to be acknowledged within the literature (e.g., and Driver, this but also how the emotional of the HL to the L2 emotional that has been the focus of the field as well as the implications for world language 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Driver et al. (Mon,) studied this question.