Teaching pronunciation using computer and mobile-assisted technology has steadily increased over the past two decades (Olson, 2014; Galazci, 2016, Kochem, 2022; Tseng et al., 2002, Lan, 2022). Furthering our understanding of the impact that teaching pronunciation using technology has on students is vital to continue developing tools to support student-oriented pronunciation goals, especially since prior research elucidates the critical role that pronunciation has in maintaining the flow of interactions in communication, increasing student’s confidence, and even in the process of identity-construction in a second language (Jenkins, 2004; Chapelle, 2003; Foot et al., 2017; Almusharraf, 2022). While several studies have investigated the efficacy of pronunciation training remotely or via distance CALL (Engwall et al., 2004; Rogerson-Revell, 2021), little is known about how students feel about using these tools to practice pronunciation training during class time. Since pronunciation instruction is slowly becoming a staple in foreign/second language curricula (Derwin et al., 2017), research evaluating students’ attitudes and reactions to in-class pronunciation activities has the potential to provide valuable insights into students’ willingness to participate in pronunciation training and the overall efficacy of pronunciation interventions in the classroom which harness technological advances for teaching.

There is a pressing need for language instructors and programs to develop a critical consciousness of how teaching and institutional practices may perpetuate harmful language ideologies and an urgency to promote structural changes (e.g., at the curricular level, via teaching training and equitable pedagogies) to meet the needs of both L2 and Heritage Language Learners (HLL) within higher education (Holgun Mendoza, 2018; Valdés and Parra, 2018; Beaudrie, 2020). Similarly, scholars have recently emphasized a call for more research investigating the "emotional dimensions" of ideologies and how they interact with language (Cavanaugh, 2020). Therefore, this dissertation evaluates instructors’ and students’ emotions and perceptions surrounding bi-/multilingual speech and pedagogical practices, which serve as sources of insight that allow us to rethink the ways in which language ideologies and affective states continue to shape the language classroom experiences. By asking language learners and instructors to report on how they view and feel when engaging in fluid bi-/multilingual linguistic practices (e.g., spontaneous translanguaging), the first investigation (Study 1) revealed that language learners experienced vast and nuanced states of being, such as feeling “normal,” “connected,” and “enthusiastic about language growth” when utilizing their language(s). Further, their responses also alluded to a wide range of monoglossic standard language discourses, suggesting a potential link between emotions and broader belief systems about language, which has previously been overlooked. Further, this research proposes a workshop to have graduate teaching assistants engage with critical pedagogies like translanguaging pedagogy and Critical Language Awareness (CLA) in the context of L2 acquisition and within a university language department. An in-depth case study identified many structural and ideological factors that contribute to implementing these pedagogies (Study 2). Lastly, the proposed workshop (Study 3) highlighted the benefits and limitations of providing graduate teaching assistants with focused training on critical pedagogies to combat harmful language ideologies that continue to linger in classes for emergent bilinguals within higher education.