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Family Foreign Language Planning and Child Flourishing: The Mediating Role of Learning Emotions in Socioemotional Development.

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Bibliographic Details
Title:	Family Foreign Language Planning and Child Flourishing: The Mediating Role of Learning Emotions in Socioemotional Development.
Authors:	Xu, Hao¹ (AUTHOR) xuhaokent@bfsu.edu.cn
Source:	European Journal of Education. Jun2026, Vol. 61 Issue 2, p1-10. 10p.
Subject Terms:	Language planning, Affective education, Parenting, Families, Foreign language education, Child development, *Social development, Psychological well-being
Geographic Terms:	China
Abstract:	While family foreign language planning (FFLP) is increasingly common in contexts like China, its socioemotional consequences for children remain underexplored. Drawing on interviews and written protocols from six Chinese families, this study investigates how children's learning emotions mediate the relationship between FFLP and socioemotional development. Thematic analysis reveals three distinct pathways: (1) directive FFLP mediated by anticipatory anxiety, fostering regulated self‐management; (2) directive FFLP mediated by oppositional joy, enabling assertive autonomy; and (3) responsive FFLP mediated by sustained positive engagement, supporting holistic growth in social–emotional competencies and psychological well‐being. Critically, outcomes depend not on planning style alone, but on children's emotional interpretation of parental practices. The study reconceptualises FFLP as an affective ecology and highlights emotion as the central mechanism through which language planning shapes well‐being, calling for child‐centred approaches in both parenting and educational policy. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	While family foreign language planning (FFLP) is increasingly common in contexts like China, its socioemotional consequences for children remain underexplored. Drawing on interviews and written protocols from six Chinese families, this study investigates how children's learning emotions mediate the relationship between FFLP and socioemotional development. Thematic analysis reveals three distinct pathways: (1) directive FFLP mediated by anticipatory anxiety, fostering regulated self‐management; (2) directive FFLP mediated by oppositional joy, enabling assertive autonomy; and (3) responsive FFLP mediated by sustained positive engagement, supporting holistic growth in social–emotional competencies and psychological well‐being. Critically, outcomes depend not on planning style alone, but on children's emotional interpretation of parental practices. The study reconceptualises FFLP as an affective ecology and highlights emotion as the central mechanism through which language planning shapes well‐being, calling for child‐centred approaches in both parenting and educational policy. [ABSTRACT FROM AUTHOR]
ISSN:	01418211
DOI:	10.1111/ejed.70654