Research

Select publications

Goetze, J., & Driver, M. (In preparation). Learning is believing? – A meta-analysis of self-efficacy in SLA. Studies in Second Language Learning and Teaching, Special issue on Individual differences and learning contexts: Meta-analytical studies in SLA research.

Leeman, J., & Driver, M. (2021). Spanish heritage speaker identity and study abroad. In R. Pozzi, C. Escalante, & T. Quan (Eds.), Heritage Speakers of Spanish in Study Abroad. New York: Routledge, 141–159.

Leow, R., & Driver, M. (Forthcoming). Cognitive theoretical perspectives on corrective feedback. In H. Nassaji & E. Kartchava (Eds.), The Cambridge handbook of corrective feedback in language learning and teaching. Cambridge, UK: Cambridge University Press.

Driver, M. (2020). Switching codes and shifting morals: How code-switching and emotion affect moral judgment. International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2020.1730763


Call for Proposals

Special Issue: Global perspectives on heritage language education and emotion

Deadline for proposal submission: June 1, 2021

See link for full details.

Our purpose with this special issue is to advance knowledge on the role that emotions play in heritage language learning, use, maintenance, and teaching, and to gear these new understandings towards the creation of pedagogical spaces that foster emotional awareness and support for heritage language learners. Importantly, in this special issue, we use the term heritage language learner in the broadest sense to include individuals who have been exposed to a minority language at home to any degree and who have a cultural connection to that language. These learners are sometimes also referred to as community language learners (Wiley, 2005) or indigenous language learners (Fairclough & Beaudrie, 2016), among others. We aim for this special issue to investigate the complex interplay between both heritage languages and emotion from a global perspective, and thus, we greatly welcome research that goes beyond Western and/or global North conceptualizations of the terms heritage language and emotion.


We welcome empirical studies that investigate affective variables within the realm of heritage language education. Topics might include, but are not limited to:

  • The connection between negative (e.g., anxiety, stress, boredom) and/or positive emotions (e.g., enjoyment, interest, pride) and HL learning

  • Self-beliefs (e.g., self-efficacy, self-concept) in the Indigenous language classroom

  • Identity and Indigenous language learning motivation

  • Pedagogies that promote emotional awareness and positive attitudes towards HL development

  • The emotional juxtaposition between heritage and majority language use

  • The relationship between teacher and student emotions in the HL classroom

  • Parents’ perspectives and family language policies that promote positive emotions towards the HL

  • Pieces focused on deriving pedagogical implications for different learning contexts, including the heritage language classroom, bilingual programs, and complementary/community schools

  • Eastern and/or global South concepts of emotion and the implications for HLE


Submitting a Proposal

Please submit proposals as a Word document to Meagan Driver at driverme@msu.edu and Josh Prada at jprada@iu.edu by June 1, 2021. Proposals should include:

  • Title

  • Abstract (400 words max.)

  • Author bio (150 words max.)

  • 3–5 keywords

The tentative schedule for the special edition is as follows:

  • Submission of abstract: June 1, 2021

  • Notification from Guest Editors: July 1, 2021

  • Submission of full manuscript: March 1, 2022

  • Anticipated publication: September 2023