“You are different and not mainstream”
An Emotion-Based Case Study of Two South Asian English Language Learners
Bibliographic Data
| ID | 21203302 |
|---|---|
| Authors | Hima Rawal (0000-0002-8859-2973, Michigan State University, corresponding author), Peter I De Costa (0000-0003-0389-1163, Michigan State University) |
| Year | 2019 |
| Volume | 13 |
| Issue | 4 |
| Pages | 209-221 |
| Publication date | 2019-10-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Multilingual Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1931-3152 • E-ISSN: 1931-3160 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/19313152.2019.1590906 |
| OpenAlex | W2936703606 |
| Language | EN |
| Citations received | 13 |
| References cited | 33 |
A limited ability to pursue postsecondary education often leaves English language learners (ELLs) with a gamut of negative emotional experiences. Using an emotionally oriented framework to guide our study, this article focuses on the experiences of two female South Asian students who graduated from different U.S. high schools. We explored what emotions they encountered during their college preparation process and what factors shaped such emotions. Findings from our in-depth interviews revealed that our participants encountered negative emotions such as worry, discouragement, indignation, envy, confusion, and intimidation that were related to their ELL identity. We also demonstrate that it is not only their limited proficiency in English that hinders the ELLs from attending four-year colleges but also their families’ economic status, a lack of awareness of college preparation courses, and a lack of assistance with their test preparation that contribute to the emergence of negative emotions
Anxiety · Ell · English language · Indignation · Intimidation · Language proficiency · Mainstream · Mathematics education · Pedagogy · Political science · Teaching method · Worry · EFL/ESL Teaching and Learning · Higher Education Research Studies · Multilingual Education and Policy · Psychology · Social Psychology
The emotional landscape of English medium instruction (EMI) in higher education
“A sentencing”
Extended basic education programme for newly arrived migrant students in Norway
University-level students’ stances, communication of negative emotions, and L2 swearing with respect to EMI during classroom interaction
Translingual Entanglements of Emotions and Translanguaging in Language Learning and Teaching Contexts
Identity and investment of Chinese undergraduate students in foreign language-related interdisciplinary dual degree programmes
Indigenous Language Revitalization
Becoming Uyghur Elites
Not (yet) ready for the mainstream’ – newly arrived migrant students in a separate educational program
In the game of the name
I never knew I could have so many future possibilities’
What Does It Mean? EL‐Identified Adolescents’ Interpretations of Testing and Course Placement
English Desires at an English‐Medium Instruction University
Case Study Research on Language Learning and Use
The Audacity of Affect
Critical Approaches to the Study of Emotions in English Language Teaching and Learning
Identity and Language Learning
Emotions and English Language Teaching
Emotions and Multilingualism
Positive Psychology in SLA
The Role of Application Assistance and Information in College Decisions
Teachers' Beliefs About English Language Learners in the Mainstream Classroom
Academic Achievement and Course Taking Among Language Minority Youth in U.S. Schools
Segregating Arizona's English Learners
Foreign Language Classroom Anxiety
Situating affect in linguistic landscapes
New Pedagogies in Teacher Education for Teaching Linguistically Diverse Learners
The Promise of Happiness
The Effect of Affect on Foreign Language Learning
Hopefulness for Teachers of ELLs in the Era of NCLB
Counternarrating Racialized Expectations at School
Exploring the emotions and needs of English language learners
Asian international students at an Australian University
I’m Not Going to Be, Like, for the AP”
Across the Scales of Time
The Multilingual Subject
Lessons from Teachers
Reenvisioning Language Anxiety in the Globalized Classroom Through a Social Imaginary Lens
| Citations per year | 2.6 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |