Research on emotions and second language learning has recently expanded to heritage language education contexts. Influenced by a long tradition in psycholinguistics and second language acquisition, research on heritage language emotions has mainly focused on the statistical effects of emotions on language development rather than examining emotions that relate to social and interpersonal relations. This article responds to these research needs through a critical ethnographic exploration of how emotions of belonging are negotiated through the production and consumption of food at an Arabic heritage language school in the United States. Drawing on data from observations, interviews, and field notes collected during a 2-year period, I argue that the production and consumption of Arabic food during cooking events and classes at the school afford students opportunities to negotiate emotions of belonging toward Arab culture as an embodied and nonessentialist practice, toward diverse religions and nationalities in the heritage school community, and toward the local majority community in the United States. This analysis foregrounds the affordances of occasions in which language learning and emotions are situated within the sociomaterial practices of heritage culture and highlights the need to establish interinstitutional connections with community schools to support the socioemotional well-being and educational equity of immigrant and racialized youth.

中文翻译：

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Yalla Nutbikh“让我们做饭吧”：在传统语言课堂上通过食物来协商归属感

关于情感和第二语言学习的研究最近已扩展到传统语言教育背景。受心理语言学和第二语言习得的悠久传统影响，遗产语言情感的研究主要集中在情感对语言发展的统计影响，而不是考察与社会和人际关系相关的情感。本文通过对美国一所阿拉伯传统语言学校如何通过食物的生产和消费来协商归属感进行批判性的人种学探索来回应这些研究需求。根据两年期间收集的观察、访谈和实地记录的数据，我认为，在学校的烹饪活动和课程中阿拉伯食品的生产和消费为学生提供了机会来表达对阿拉伯文化的归属感。体现和非本质主义的实践，针对传统学校社区中的不同宗教和民族，以及针对美国当地的多数社区。该分析突出了语言学习和情感位于遗产文化的社会物质实践中的可供性，并强调需要与社区学校建立机构间联系，以支持移民和种族青年的社会情感福祉和教育公平。