Drawing on the translanguaging practices of Mongolian background English as a Second Language (ESL) immigrant women in Australia, this paper points out two main theoretical points: (1) when translanguaging moves beyond the classroom, it may provide ESL immigrants with an emotionally and linguistically safe space where they feel comfortable in managing their negative emotions through employing multiple entangled layers of linguistic and paralinguistic resources; (2) translanguaging data further presents that these ESL immigrants are deeply emotional and are prone to depression, putting their mental well-being in jeopardy. As a result of their depression, their academic concentration is inhibited, as is their ability to learn English well or easily. We, as TESOL educators, therefore, need to consider two critical educational implications: (1) how ESL immigrant students use different linguistic repertoires outside the classroom, what they talk about, and which emotions they prefer to express in which forms of their linguistic repertoire; and their multiple emotions, traumas and psychological issues embedded within their multiple ways of learning, being, and speaking; (2) consolidate appropriate interventions aimed at reducing depressive symptoms that have the potential to negatively impact academic performance existing in L2 sociocultural contexts.

中文翻译：

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跨语言、情感和英语作为第二语言移民：澳大利亚的蒙古族女性

借鉴澳大利亚蒙古族背景英语作为第二语言（ESL）移民女性的跨语言实践，本文指出了两个主要理论点：（1）当跨语言超越课堂时，它可以为ESL移民提供情感和语言上的一个安全的空间，让他们通过使用多层次的语言和副语言资源来管理自己的负面情绪；(2) 跨语言数据进一步表明，这些 ESL 移民情绪深沉，容易产生抑郁，使他们的心理健康处于危险之中。由于他们的抑郁，他们的学术注意力受到抑制，他们学好或轻松学习英语的能力也受到抑制。因此，作为 TESOL 教育工作者，我们需要考虑两个关键的教育意义：(1) ESL移民学生在课堂外如何使用不同的语言库，他们谈论的内容，以及他们更喜欢用哪种语言库的形式表达哪些情感；以及嵌入在他们多种学习、存在和说话方式中的多种情绪、创伤和心理问题；(2) 巩固旨在减少可能对 L2 社会文化背景中存在的学业成绩产生负面影响的抑郁症状的适当干预措施。