Linguistic insecurity and healing in the heritage language classroom: A critical review

Abstract

Language anxiety is a common feeling among both second language (L2) learners and heritage language (HL) learners, leading to linguistic insecurity and shame. This insecurity occurs among both language learners and language instructors, who may end up feeling emotional labor and the imposter syndrome. Therefore, this article advocates for the implementation of critical language awareness (CLA) and culturally responsive pedagogies (CRP) to fight linguistic insecurity among HL learners. The classroom and a positive and supportive learning environment can become a place of healing through expressions of authentic caring and cariño.