The emotional weight of "I love you" in multilinguals' languages

The present paper considers the perceived emotional weight of the phrase I love you in multilinguals’ different languages. The sample consists of 1459 adult multilinguals speaking a total of 77 different first languages. They filled out an on-line questionnaire with open and closed questions linked to language behavior and emotions. Feedback on the open question related to perceived emotional weight of the phrase I love you in the multilinguals’ different languages was recoded in three categories: it being strongest in (1) the first language (L1), (2) the first language and a foreign language, and (3) a foreign language (LX). A majority of speakers felt I love you was strongest in their L1. Participants offered various explanations for their perception. Statistical analyses revealed that the perception of weight of the phrase I love you was associated with self-perceived language dominance, context of acquisition of the L2, age of onset of learning the L2, degree of socialization in the L2, nature of the network of interlocutors in the L2, and self-perceived oral proficiency in the L2

Beyond Disenchantment: Toward a Sociology of Wonder

Focusing on disenchantment, sociology undertheorizes wonder. Our analysis of 30 interviews is the first sociological study of Americans’ wonder experiences. Contrary to Weber’s theorization of disenchantment, this study shows people experience wonder that is transformative and try to cultivate states of mind open to wonder experiences. Our study shows wonder follows from particularity, difference, and encounters with the mysterious; wonder connects people to expansive concerns; people experience acute self-awareness during wonder encounters; and people seek wonder experiences. Wonder communities influence wonder experiences, but stages of wonder experiences are similar outside communities

Indian international students in Toronto: exploring young men resisting their family's expectations

This paper is located at the heart of the growing body of research on international student migration. Using a gendered perspective, it explores the power relations between the students and their families that shape the processes and experiences of migration. The spotlight is on Indian students who move to Canada, specifically Toronto, for higher education. These students are part of a growing yet highly diversified stream of migrants who make up the Indian diaspora in Canada. Using survey data collected by the author, the paper first presents the social characteristics of Indian international students. The discussion then moves to present the narrative of one male respondent in Canada to illustrate how gendered power relations within the Indian patrifocal family shape the participation of sons and daughters in international student migrant flow