Love in L2 and English as a foreign language/English as a second language education: Importance, integration, and implications

Abstract

This narrative literature review examines the literature on the importance and integration of love in second language (L2) and English as a Foreign Language/English as a Second Language (EFL/ESL) education. We collected, analyzed, and synthesized data thematically from various academic sources, including books, journal articles, doctoral dissertations, and master’s theses. The findings are organized into two themes: (1) insights from psychology regarding love as a foundational emotion in L2 education, and (2) insights into and questions about some attempts in the discourse of integrating love in EFL/ESL contexts. We identify a research gap in the lack of direct and explicit exploration of love in L2 education and offer several actionable recommendations for further research and educators’ practice. Additionally, within the discourse of EFL/ESL education, we acknowledge contributions from a recent phenomenographic study while discussing its unclear contextualization and raising critical questions about some of its findings.

Furthermore, we critically examine some existing models for loving pedagogy. Ultimately, we encourage L2 and EFL/ESL professionals and enthusiasts to engage in ongoing exploration and implementation of love-based approaches in education. We anticipate their proposed frameworks, whether exclusively applicable to L2 and EFL/ESL education or open to education more broadly, originating from the tertiary education level. These frameworks have the potential to impact the field significantly.