Examining the role of emotion in culturally and linguistically diverse students’ classroom underlife

ABSTRACT

This study examines the significance of emotion in the lives of culturally and linguistically diverse students within the ESL classroom. In the classroom ‘underlife’, students not only replicate the ideologies of the official world, but also cultivate shared cultural practices in response to the world around them. The study’s findings shed light on the pivotal role that emotion plays in the formation of unique child cultures at the margin of classroom life. These child cultures in classroom underlife were where culturally and linguistically diverse students disrupt ESL labels that might position them as deficient to build their own cultural understanding, foster intimate relationships, and enhance their classroom experiences.

KEYWORDS:

• ESL
• underlife
• emotion
• culturally and linguistically diverse children
• classroom discourses
• classroom experiences

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. The research presented in this manuscript adheres to the ethical standards for human subjects research, including anonymization of all participants and institutions involved and obtaining informed consent, as approved by the appropriate institutional review board.

2. For the specific transcript convention used in this study, see Appendix A.