Emotional experiences beyond the classroom: Interactions with the social world

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Andrew S. Ross
Damian J. Rivers

Abstract

Research into the emotional experiences of language learners and their impact upon the language-learning process remains relatively undernourished within second language education. The research available focuses primarily on emotions experienced within the classroom, rather than in the daily lives of learners within various social contexts. This article contends that the focus placed upon emotions within the relatively structured environment of the formal classroom is problematic, particularly within an ESL environment, as the target language is more frequently experienced beyond the classroom. Drawing on data collected within Australia, the study explored the emotional experiences of a small cohort of eight university-level ESL learners experienced within their various social interactions beyond the classroom with a specific focus on the emotions of hope, enjoyment and frustration. Semi-structured interviews revealed that their emotional experiences beyond the classroom were particularly intense in comparison to emotional experiences within the formal language-learning classroom.

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Author Biographies

Andrew S. Ross, Southern Cross University, Gold Coast

andrew.ross@scu.edu.au

 

Andrew S. Ross is a Lecturer at Southern Cross University, Australia. He holds a PhD in applied linguistics. He is a co-editor of The Sociolinguistics of Hip-hop as Critical Conscience (2017, Palgrave Macmillan) and the forthcoming volume Discourses of (De)Legitimization: Participatory Culture in Digital Contexts (2018, Routlege). His research interests include emotions and identity in language education, political and new media discourses, and critical studies in communication.

Damian J. Rivers, Future University Hakodate, Hokkaido

rivers@fun.ac.jp

Damian J. Rivers is Associate Professor (Communication) at Future University Hakodate, Japan. He holds an PhD in applied linguistics and an MSc in social psychology. He is co-author of Beyond Native-Speakerism: Current Explorations and Future Visions (2018, Routlege), editor of Resistance to the Known: Counter-Conduct in Language Education (2015, Palgrave Macmillan) and co-editor of Isms in Language Education: Oppression, Intersectionality and Emancipation (2017, Mouton De Gruyter), The Sociolinguistics of Hip-hop as Critical Conscience: Dissatisfaction and Dissent (2017, Palgrave Macmillan), Native-Speakerism in Japan: Intergroup Dynamics in Foreign Language Education (2013, Multilingual Matters) and Social Identities and Multiple Selves in Foreign Language Education (2013, Bloomsbury).

 

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