Meagan Driver
Biographic Data
| ID | 8630836 |
|---|---|
| NAME | Meagan Driver |
| GIVEN NAMES | Meagan |
| FAMILY NAME | Driver |
| SIGNATURE | DRIVER M |
| AFFILIATIONS | Michigan State University |
| ORCID | 0000-0002-6712-4521 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The impact of positive institutions on participatory action research in the secondary EFL classroom: A case study
As the positive turn in second language acquisition continues to develop, the shortage of research addressing positive institutions becomes evident. Furthermore, as scholars in language learning encourage a focus on social factors and community‐based scholarship, the implications of positive institutions for participatory, community‐centered work is of equal importance. This case study explores the characteristics of a positive institution—a K‐16…
Measuring and understanding linguistic insecurity in heritage and foreign language contexts: Design and validation of a novel scale
Linguistic insecurity, a feeling arising for speakers who perceive their language abilities as 'non-standard', has attracted the attention of scholars in SLA for both heritage (HL) and foreign language (FL) learners. Adding to the growing body of research in emotions within applied linguistics, this mixed-methods study introduces the Diverse Learner Linguistic Insecurity Scale (D-LIS), developed to measure linguistic insecurity specifically for l…
Realities of comfort and discomfort in the heritage language classroom: Looking to transformative positive psychology for juggling a double‐edged sword
As emotions research in the field of second language acquisition continues to evolve, it is equally important to explore the impact of social–emotional variables that are specifically relevant to heritage language (HL) contexts. Anchoring on foundations in critical heritage language education (HLE), this study examines the discomforts of the HL classroom from a diverse heritage speaker (HS) perspective. Additionally, comforts that support the HL …
Global perspectives on heritage language education and emotion: Introduction to the special issue
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, unt…
Emotion-Laden Texts and Words: The Influence of Emotion on Vocabulary Learning for Heritage and Foreign Language Learners
This study takes a mixed-methods approach to explore the influence of emotion-laden (positive vs. negative vs. neutral) texts and words on vocabulary learning for Spanish heritage and foreign language learners. Participants ( N = 121) were tasked with learning emotion-laden pseudowords embedded in three emotion-laden texts centered around themes of bilingualism, immigration, and identity. Form recognition, translation, and multiple-choice tests w…
Switching codes and shifting morals: How code-switching and emotion affect moral judgment
The present study expands the literature on the Foreign Language Effect by investigating differences in moral judgment for 280 English-Spanish late bilinguals when processing the button and bridge moral scenarios of the canonical trolley dilemma (Thomson, 1985) in an online questionnaire in either a native (NL), foreign (FL), or code-switched (CS) language environment. The study furthermore examines the effects of emotion on moral standards acros…
Measuring and understanding linguistic insecurity in heritage and foreign language contexts: Design and validation of a novel scale
Linguistic insecurity, a feeling arising for speakers who perceive their language abilities as 'non-standard', has attracted the attention of scholars in SLA for both heritage (HL) and foreign language (FL) learners. Adding to the growing body of research in emotions within applied linguistics, this mixed-methods study introduces the Diverse Learner Linguistic Insecurity Scale (D-LIS), developed to measure linguistic insecurity specifically for l…
Emotion-Laden Texts and Words: The Influence of Emotion on Vocabulary Learning for Heritage and Foreign Language Learners
This study takes a mixed-methods approach to explore the influence of emotion-laden (positive vs. negative vs. neutral) texts and words on vocabulary learning for Spanish heritage and foreign language learners. Participants ( N = 121) were tasked with learning emotion-laden pseudowords embedded in three emotion-laden texts centered around themes of bilingualism, immigration, and identity. Form recognition, translation, and multiple-choice tests w…
Switching codes and shifting morals: How code-switching and emotion affect moral judgment
The present study expands the literature on the Foreign Language Effect by investigating differences in moral judgment for 280 English-Spanish late bilinguals when processing the button and bridge moral scenarios of the canonical trolley dilemma (Thomson, 1985) in an online questionnaire in either a native (NL), foreign (FL), or code-switched (CS) language environment. The study furthermore examines the effects of emotion on moral standards acros…
Realities of comfort and discomfort in the heritage language classroom: Looking to transformative positive psychology for juggling a double‐edged sword
As emotions research in the field of second language acquisition continues to evolve, it is equally important to explore the impact of social–emotional variables that are specifically relevant to heritage language (HL) contexts. Anchoring on foundations in critical heritage language education (HLE), this study examines the discomforts of the HL classroom from a diverse heritage speaker (HS) perspective. Additionally, comforts that support the HL …
Global perspectives on heritage language education and emotion: Introduction to the special issue
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, unt…
Measuring and understanding linguistic insecurity in heritage and foreign language contexts: Design and validation of a novel scale
Linguistic insecurity, a feeling arising for speakers who perceive their language abilities as 'non-standard', has attracted the attention of scholars in SLA for both heritage (HL) and foreign language (FL) learners. Adding to the growing body of research in emotions within applied linguistics, this mixed-methods study introduces the Diverse Learner Linguistic Insecurity Scale (D-LIS), developed to measure linguistic insecurity specifically for l…
The impact of positive institutions on participatory action research in the secondary EFL classroom: A case study
As the positive turn in second language acquisition continues to develop, the shortage of research addressing positive institutions becomes evident. Furthermore, as scholars in language learning encourage a focus on social factors and community‐based scholarship, the implications of positive institutions for participatory, community‐centered work is of equal importance. This case study explores the characteristics of a positive institution—a K‐16…
EFL/ESL Teaching and Learning (5 works) · Psychology (5 works) · Linguistics (4 works) · Multilingual Education and Policy (3 works) · Pedagogy (3 works) · Cognitive psychology (2 works) · Foreign language (2 works) · Heritage language (2 works) · Second Language Learning and Teaching (2 works) · Social Psychology (2 works)