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

References

• Ahmed, S. 2014. The Cultural Politics of Emotion. 2nd ed. Edinburgh, UK: Edinburgh University Press.
   Google Scholar
• Baker, C., and W. E. Wright. 2021. Foundations of Bilingual Education and Bilingualism. 7th ed. Bristol, UK: Multilingual Matters.
   Google Scholar
• Bloome, D., and R. Beach. 2019. “Languaging Relations for Transforming the Teaching of Literacy and the Language Arts.” In Languaging Relations for Transforming the Literacy and Language Arts Classroom, edited by R. Beach and D. Bloome, 1–20. New York: Routledge.
   Google Scholar
• Bloome, D., S. P. Carter, B. M. Christian, S. Otto, and N. Shuart-Faris. 2005. Discourse Analysis and the Study of Classroom Language and Literacy Events: A Microethnographic Perspective. New York: Routledge.
   Google Scholar
• Bogdan, R., and S. K. Biklen. 1992. Qualitative Research for Education. Farmington Hills, MI: Allyn & Bacon.
   Google Scholar
• Boldt, G., C. Lewis, and K. M. Leander. 2015. “Moving, Feeling, Desiring, Teaching.” Research in the Teaching of English 49 (4): 430–441. https://doi.org/10.58680/rte201527351.
   Web of Science ®Google Scholar
• Boler, Megan. 1999. Feeling Power: Emotions and Education. New York, NY: Routledge
   Google Scholar
• Brooke, R. 1987. “Underlife and Writing Instruction.” College Composition and Communication 38 (2): 141–153. https://doi.org/10.2307/357715.
   Web of Science ®Google Scholar
• Camangian, P., and S. Cariaga. 2021. “Social and Emotional Learning is Hegemonic Miseducation: Students Deserve Humanization Instead.” Race Ethnicity and Education 25 (7): 901–921. https://doi.org/10.1080/13613324.2020.1798374.
   Web of Science ®Google Scholar
• Canagarajah, A. S. 1995. “Functions of Code-Switching in ESL Classrooms: Socializing Bilingualism in Jaffna.” The Modern Language Journal 79 (3): 307–318. https://doi.org/10.1080/01434632.1995.9994599.
   Google Scholar
• Clark, C. T., A. Chrisman, and S. G. Lewis. 2022. “(Un) Standardizing Emotions: An Ethical Critique of Social and Emotional Learning Standards.” Teachers College Record 124 (7): 131–149. https://doi.org/10.1177/01614681221111432.
   Web of Science ®Google Scholar
• Corsaro, W. A. 1985. Friendship and Peer Culture in the Early Years. New York: Ablex Publishing.
   Google Scholar
• Corsaro, W. A. 1990. “Ethnographic Interpretations of Preschool Children’s Peer Culture: “Toys and Games.” Language in Society 19 (1): 49–64.
   Google Scholar
• Corsaro W A. (1993). Interpretive reproduction in children’s role play. Childhood, 1(2), 64–74. https://doi.org/10.1177/090756829300100202
   Google Scholar
• Corsaro, W. A. 2009. “Peer Culture.” In The Palgrave Handbook of Childhood Studies, edited by J. Qvortrup, W. A. Corsaro, and M. Honig, 301–315. New York: Palgrave Macmillan.
   Google Scholar
• Corsaro, William, Johannesen, Berit. 2007. The creation of new cultures in peer interaction Valsiner, Jaan, Alberto, Rosa Sociocultural Psychology. New York, NY: Cambridge University Press
   Google Scholar
• Creese, A., and A. Blackledge. 2010. “Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?” The Modern Language Journal 94 (1): 103–115. https://doi.org/10.1111/j.1540-4781.2009.00986.x.
   Web of Science ®Google Scholar
• Du Bois, J. W. 2007. “The Stance Triangle.” In Stancetaking in Discourse: Subjectivity, Evaluation, Interaction, edited by R. Englebretson, 139–182. Amsterdam: John Benjamins Publishing.
   Google Scholar
• Dyson A Haas. (1987). The Value of “Time Off Task”: Young Children’s Spontaneous Talk and Deliberate Text. Harvard Educational Review, 57(4), 396–421. https://doi.org/10.17763/haer.57.4.j3743l47g0k60m59
   Web of Science ®Google Scholar
• Elliott, D., and S. Bulfin. 2014. “Beyond ‘Beyond Schools’: Young People’s Unsanctioned Digital Media Use in and Around Schools and Classrooms.” In Media and Education in the Digital Age, edited by M. Stocchetti, 295–313. New York: Peter Lang.
   Google Scholar
• Erickson, F. 2004. Talk and Social Theory: Ecologies of Speaking and Listening in Everyday Life. Cambridge, UK: Polity Press.
   Google Scholar
• Fir Group, Douglas. 2016. “A Transdisciplinary Framework for SLA in a Multilingual World.” The Modern Language Journal 100 (S1): 19–47.
   Google Scholar
• Flores N and Rosa J. (2019). Bringing Race Into Second Language Acquisition. The Modern Language Journal, 103(S1), 145–151. https://doi.org/10.1111/modl.12523
   Google Scholar
• Fung, H. 1999. “Becoming a Moral Child: The Socialization of Shame Among Young Chinese Children.” Ethos 27 (2): 180–209. https://doi.org/10.1525/eth.1999.27.2.180.
   Web of Science ®Google Scholar
• Garcia, O., and W. Li. 2014. Translanguaging: Language, Bilingualism, and Education. London, UK: Palgrave Macmillan.
   Google Scholar
• Gay, G. 2018. Culturally Responsive Teaching: Theory, Research, and Practice. 3rd ed. New York: Teachers College Press.
   Google Scholar
• Goffman, E. 1961. Asylums: Essays on the Social Situation of Mental Patients and Other Inmates. Piscataway, NJ: Aldine Transaction.
   Google Scholar
• Goodwin, C., and M. H. Goodwin. 2000. “Emotion within Situated Activity.” In Sociolinguistics and Language Education, edited by N. H. Hornberger, 163–192. Bristol, UK: Multilingual Matters.
   Google Scholar
• Gutierrez, K., B. Rymes, and J. Larson. 1995. “Script, Counterscript, and Underlife in the Classroom: James Brown versus Brown V. Board of Education.” Harvard Educational Review 65 (3): 445–472. https://doi.org/10.17763/haer.65.3.r16146n25h4mh384.
   Web of Science ®Google Scholar
• Herrera, S. G. 2022. Biography-Driven Culturally Responsive Teaching: Honoring Race, Ethnicity, and Personal History. New York: Teachers College Press.
   Google Scholar
• Hinderliter, Beth, Peraza, Steve. 2021. More than our pain. Albany, NY: State University of New York Press
   Google Scholar
• Hymes, D. 1974. “Ways of Speaking.” In Explorations in the Ethnography of Speaking, edited by R. Bauman and J. L. Sherzer, 433–451. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Jennings, P. A., and M. T. Greenberg. 2009. “The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes.” Review of Educational Research 79 (1): 491–525. https://doi.org/10.3102/0034654308325693.
   Web of Science ®Google Scholar
• Ladson-Billings, G. 1995. “Toward a Theory of Culturally Relevant Pedagogy.” American Educational Research Journal 32 (3): 465–491. https://doi.org/10.3102/00028312032003465.
   Web of Science ®Google Scholar
• Lewis, C., and M. Bigelow. 2019. “Mobilizing and Languaging Emotion for Critical Media Literacy.” In Languaging Relations for Transforming the Literacy and Language Arts Classroom, edited by R. Beach and D. Bloome, 216–234. New York: Routledge.
   Google Scholar
• Lewis, C., and J. Dockter Tierney. 2013. “Mobilizing Emotion in an Urban Classroom: Producing Identities and Transforming Signs in a Race-Related Discussion.” Linguistics and Education 24 (3): 289–304. https://doi.org/10.1016/j.linged.2013.03.003.
   Web of Science ®Google Scholar
• MacSwan, J. 2017. “A Multilingual Perspective on Translanguaging.” American Educational Research Journal 54 (1): 167–201. https://doi.org/10.3102/0002831216683935.
   Web of Science ®Google Scholar
• Martínez, R. A., and P. Zitlali Morales. 2014. “¿puras Groserías?: Rethinking the Role of Profanity and Graphic Humor in Latin@ Students’ Bilingual Wordplay.” Anthropology & Education Quarterly 45 (4): 337–354. https://doi.org/10.1111/aeq.12074.
   Web of Science ®Google Scholar
• Orellana, M. F. 2015. Immigrant Children in Transcultural Spaces: Language, Learning, and Love. New York: Routledge.
   Google Scholar
• Paris, D., and H. S. Alim. 2017. Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World. New York, NY: Teachers College Press.
   Google Scholar
• Pyscher, T., and A. Crampton. 2020. “Possibilities of Problems in Trauma-Based and Social Emotional Learning Programs.” Bank Street College Occasional Papers 43 (13): 3–9. https://doi.org/10.58295/2375-3668.1362.
   Google Scholar
• Qin, K., and F. Beauchemin. 2022a. ““Everybody Has to Be with Everybody”: Languaging Relational and Intellectual Work with Multilingual Learners in a Science Class Community.” Linguistics and Education 69:1–11. https://doi.org/10.1016/j.linged.2022.101019.
   Web of Science ®Google Scholar
• Qin, K., and F. Beauchemin. 2022b. ““I Can Go Slapsticks”: Humor as Humanizing Pedagogy for Science Instruction with Multilingual Adolescent Immigrant Learners.” Literacy Research: Theory, Method, & Practice 71 (1): 304–322. https://doi.org/10.1177/23813377221114766.
   Google Scholar
• Rampton, B. 2017. “Theories of Stylistic Practice in Applied Linguistics.” Applied Linguistics 38 (1): 96–100.
   Google Scholar
• Saldana, J. 2011. Fundamentals of Qualitative Research. Oxford, UK: Oxford University Press.
   Google Scholar
• Thomas, G. 2016. How to Do Your Case Study. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Wetherell, M. 2012. Affect and Emotion: A New Social Science Understanding. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Wolff, D., and P. I. De Costa. 2017. “Expanding the Language Teacher Identity Landscape: An Investigation of the Emotions and Strategies of a NNEST.” The Modern Language Journal 101 (S1): 76–90. https://doi.org/10.1111/modl.12370.
   Web of Science ®Google Scholar
• Wright, Wayne. 2019. Foundations for teaching English language learners: Research, theory, policy, and practice. Philadeliphia, PA: Caslon
   Google Scholar