Albanian-English bilinguals' learning contexts and emotions: A cross-cultural perspective on second-language acquisition

Oliana Alikaj, University of Texas at El Paso

Abstract

This study examines Albanian-English bilinguals' perspectives about language and emotion at work, school, and community learning contexts. Participants included Albanian-English bilinguals who shared their experiences as they shifted from one language to another. Collected data reveals how different social contexts allow speakers to engage and perform different identities in either English or Albanian language. Willingness to communicate emotions (WTCE) became an important factor for Albanian-English bilinguals to fluently transition to English language. The personal experiences of Albanian-English bilinguals are used to derive implications for teaching and learning English as a Second Language. This study should benefit educators, administrators, and second-language learners who wish to learn more about the intersection between language learning, emotions, and identity.^

Subject Area

Education, Bilingual and Multicultural|Education, Guidance and Counseling|Psychology, Cognitive

Recommended Citation

Alikaj, Oliana, "Albanian-English bilinguals' learning contexts and emotions: A cross-cultural perspective on second-language acquisition" (2014). ETD Collection for University of Texas, El Paso. AAI3623373.
http://digitalcommons.utep.edu/dissertations/AAI3623373

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