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Foregrounds the under-researched area of the psychology of adult migrant language learning
This edited volume explores the complex psychologies of adult migrant language learners and the people who support them. Drawing on research from four continents, the chapters cover key aspects of the psychology of language learning and teaching, including motivation, emotion, willingness to communicate, identity, multilingualism and wellbeing.
The collection gives voice to learners, teachers and support workers whose perspectives have often been underrepresented in the literature. Many of the chapters are written by teacher-researchers investigating their own classrooms and communities, offering rich insights into these contexts. The learners represented in this volume include adults who are claiming asylum, are on resettlement schemes, have refugee status, are reuniting with family members or have moved for economic reasons.
Together, the chapters present a welcome contribution to the field by applying theories of language learning and teaching, which have traditionally been developed and tested in EFL contexts, with vulnerable populations in understudied contexts.
Kathryn Sidaway is a Research Fellow at the University of Bedfordshire, UK. Her research focuses on adult migrants, language learning motivation and social justice.
Foreword. Ema Ushioda
Introduction. Kathryn Sidaway: The Psychological Landscape of Adult Migrant Language Education
Part 1. Motivation and Identity
Chapter 1. Sara Jaaksola: Immigrant Wives in China: Lifelong Learning of Mandarin Chinese
Chapter 2. Owen Minns: The Influence of Language Ideologies on Language Learning Motivation: Implications for Language Teaching and Learning from the Experiences of Long-Term Migrants in Japan
Chapter 3. Josianne Block and Daniel Xerri: A Language Living on Declarations: Migrant Experiences of Alienation in Learning and Using Maltese
Chapter 4. Shaydon Ramey: Migration and Multilingualism: The Role of Socialization in the Formation of the L2 and L3 Motivational Self
Chapter 5. Juia Jakob: “If You Learn German, You Will Get a Good Job, You Won’t Even Have Time to Scratch Your Head”: A Temporality-Informed Perspective on L2 Learner Identity
Part 2 Willingness to Communicate
Chapter 6. Denise Cameron: “I Do Keep a Few Kiwi Friends…”. The Importance of Willingness to Communicate in Migrant Language Education and Resettlement in New Zealand
Chapter 7. Elvira Carlotti: Willingness to Communicate Trajectories in L2 Italian: A Comparative Case Study of Two Bangladeshi Teenagers in Italy
Chapter 8. Brian C. McDermott and Jessica C. McDermott: When Classrooms Close: Emotions, Willingness to Communicate, and the Political Climate in Rural Adult ESL Classrooms in the U.S.
Chapter 9. Melanie Ferreira: Beyond Language Proficiency: Trauma-Informed Communication Skills for Forced Migrants
Part 3 Emotions and Emotion(Al) Labour
Chapter 10. Jeni Peake: Multilingual Identities and Emotions Among Latin American Migrants in France: “I Think Spanish Is Part of My Core Personality, Joyous and Sparkly”
Chapter 11. Orsolya Dunn: Stepping Outside of Yourself: Exploring Teacher Emotion and Emotion Labour in Scottish FE ESOL Classrooms
Chapter 12. Eleanor Hill and Sundeep Dhillon: “I Feel Like I Can Just Be”: Volunteers’ Perspectives on the Emotional Learning Experiences of Working with Sanctuary-Seekers in an Informal Community-Learning Setting
Conclusion. Kathryn Sidaway: Reflections and Future Directions for a More Inclusive PLLT Research Landscape