Research across psycholinguistics, cognitive psychology, and linguistic anthropology indicates that the language spoken influences one’s worldview.
Over half of the global population engages in daily bilingual or multilingual communication, a trend driven by education, immigration, and family dynamics.
Recent findings suggest that each language alters the perception of reality for its speakers, with individuals noticing personal changes when switching languages.
Studies reveal that bilingual individuals may adjust their behavior based on the language in use, and their conversational partners perceive them differently depending on the language spoken.
Emotional processing of words varies with the language spoken. The native language, acquired in childhood, tends to dominate thought and speech, while a second language is learned later.
The native language often provides an emotional advantage, leading bilingual individuals to experience heightened emotional intensity when communicating in their first language. This intensity relates to the vivid recollection of childhood memories associated with that language.
Conversely, the second language may create emotional distance, allowing speakers to feel less anxious or embarrassed in complex situations, such as expressing anger or apologizing.
The native language is viewed as emotionally richer, while the second language is more practical. Emotional expressions in the native language are felt more intensely, regardless of whether the emotion is positive or negative.
The choice of language impacts not only emotional intensity but also self-perception and perception of others. The language used can shape conversation dynamics and reveal cultural and social aspects specific to language communities.
In a study involving Chinese and English speakers in the United States, participants reported feeling more comfortable expressing emotions in English, their second language, due to fewer social constraints, yet experienced greater emotional intensity in Mandarin, their native language.
The second language can facilitate emotional distance for personal or socio-cultural reasons. Expressing emotions in a less emotionally connected language can mitigate feelings of shame, anxiety, or personal involvement, particularly for speakers from cultures valuing collectivism.
Proficiency in a second language significantly influences emotional expression. Parents typically prefer their native language for emotional communication with children, especially when reprimanding, unless they are equally proficient in the second language.
The context in which a second language is learned also matters. Learning in formal or academic settings can lead to increased anxiety in public speaking, even for technically skilled speakers.
Life experiences, the age of language acquisition, and the context of language use all shape how emotions are processed and expressed across languages. Understanding this dynamic enhances knowledge of language and the human mind, improving intercultural communication and emotional understanding in a diverse, interconnected world.
Implications for second language teaching are significant. Ensuring students feel comfortable speaking a new language is essential for language acquisition. Educators can play a key role in fostering students' confidence and positive self-image in the language they are learning.
A student’s attitude toward the language being learned is crucial, influencing how experiences are interpreted and how challenges are approached. A positive attitude enhances satisfaction in the learning process and fosters a stronger emotional connection with the language, resulting in a deeper and more effective learning experience.