Exploring Acculturative Joy in English Language Education

Abstract

English language education has frequently centered the voices of educators rather than those of the students we seek to serve. Driven by institutional demands, the learner experience is often flattened into easily quantifiable measures that strip learners of their agency and ownership of the educational process. Rather than positioning students as vessels to be filled and measured, a student-centric narrative approach to research can illuminate critical sociocultural aspects to student success. Using the lens of Acculturative Joy, this study interviews 20 English language learners to understand their experiences of joy in the English language classroom. With an emic understanding of learner needs, we can then critically examine pedagogical practice and shift our focus to improvement of resources, thoughtful student-centric pedagogy, and equitable harm reduction in the English language classroom.