Emotions and second language learning in English-speaking immigrant youth in Israel

Abstract

Emotions and second language learning in English-speaking immigrant youth in Israel transition. However, after they "break their teeth" on the new language and enough time passes, they will adjust well emotionally. This is often a slow, laborious, and painful process for the child. This study aims to prove that this stressful experience is not what L2 learning needs to be. The current thesis suggests that L2 learning is not only about practice and the amount of vocabulary drills one does, but rather a holistic approach that includes the child’s emotions inside and outside the classroom. This study expects that if a child has a positive home learning environment, their L2 learning will be more successful than a child with a negative home environment. This positive home environment is not achieved through the use of traditional learning methods, like repeated drills and memorization, which can evoke negative emotions. Rather, the parent plays a role in facilitating enjoyable language-rich exposures that interest the child and promote positive emotions. This higher level of positive emotions resulting from these positive language interactions will thereby lead to greater L2 success. Adverse factors within the home environment negatively affect L2 learning. Parents can alleviate these emotions by fostering a home environment filled with comfort, encouragement to try new things, a positive attitude towards making mistakes, and support. They can create opportunities for incidental learning and exposure to new words in a naturalistic way. An interdisciplinary approach between the school psychologist, school faculty and teachers, speech language pathologist, and parents can help the child navigate emotions and promote their L2 acquisition. School psychologists will inform parents on the importance of creating a positive home environment and its influence beyond the realms of mental health, but also L2 learning. Teachers can create peer interactions that will ideally extend beyond the classroom. SLPs can teach parents how to implement language learning techniques for children that are both effective and promote positive emotions •The result of this study may not serve as conclusive evidence, but it acts as a preliminary study for more specific research to be conducted. Results can inform researchers interested in areas of study such as emotions, language acquisition, acclimation to new language, and immigrant children. (From Conclusion)