Building Emotions for Self-Identity and Learning

  • Steven L. ArxerEmail author
  • Maria del Puy Ciriza
  • Marco Shappeck
Part of the International Perspectives on Aging book series (Int. Perspect. Aging, volume 17)


This chapter examines how language capital is structured by various formal and informal spaces, such as family, work, and within the ESL classroom. More specifically, this chapter focuses on the important process of affective positioning and how ESL socialization impacts the framing of emotions. A language socialization paradigm suggests that emotions not only mediate the learning experience, but are themselves negotiated and constructed within interaction. From a practical viewpoint, affective stances are important because they help to align language members and communicate sociocultural information that regulates participation in a speech community. We highlight how socialization within the ESL classroom serves to build positive affective positions and encourage English language practice.


Emotions Affective Self-identity Language learning Language socialization Affective alignment 


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Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  • Steven L. Arxer
    • 1
    Email author
  • Maria del Puy Ciriza
    • 2
  • Marco Shappeck
    • 3
  1. 1.Department of Sociology and PsychologyUniversity of North Texas at DallasDallasUSA
  2. 2.Department of Spanish and Hispanic StudiesTexas Christian UniversityFort WorthUSA
  3. 3.Department of Teacher Education and AdministrationUniversity of North Texas at DallasDallasUSA

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