ABSTRACT

A limited ability to pursue postsecondary education often leaves English language learners (ELLs) with a gamut of negative emotional experiences. Using an emotionally oriented framework to guide our study, this article focuses on the experiences of two female South Asian students who graduated from different U.S. high schools. We explored what emotions they encountered during their college preparation process and what factors shaped such emotions. Findings from our in-depth interviews revealed that our participants encountered negative emotions such as worry, discouragement, indignation, envy, confusion, and intimidation that were related to their ELL identity. We also demonstrate that it is not only their limited proficiency in English that hinders the ELLs from attending four-year colleges but also their families’ economic status, a lack of awareness of college preparation courses, and a lack of assistance with their test preparation that contribute to the emergence of negative emotions.

摘要

接受中学后教育的能力有限，常常使英语学习者（ELL）遭受负面情绪体验的影响。本文使用以情感为导向的框架来指导我们的研究，重点研究了两名来自美国不同高中毕业的南亚女性学生的经历。我们探讨了他们在大学升学准备过程中遇到的哪些情绪，以及塑造这些情绪的因素。我们深入访谈的结果表明，我们的参与者遇到了与他们的ELL身份相关的负面情绪，如担心，沮丧，愤慨，嫉妒，困惑和恐吓。我们还证明，不仅英语水平有限，这也阻碍了ELL升读四年制大学，也阻碍了他们的家庭经济状况，