This paper presents the first empirical attempt to understand language learner well-being in the context of heritage language (HL) learning. Adopting a positive psychology perspective, the research investigates the well-being experiences of Chinese heritage language (CHL) children to explore what flourishing means in HL learning. Data were collected from multimodal focus groups with 40 young CHL learners in the UK, involving a well-being exercise, a drawing activity, and semi-structured discussions. Following an appreciative inquiry approach, the findings indicate that HL learners' well-being revolves around “feeling good,” “doing well,” and “being connected,” including six essential components: positive emotions, affirmative self, perceived competence, active engagement, supportive relations, and diasporic connections. By centring young learners’ perspectives, we propose a multidimensional framework representing different aspects of their flourishing in the journey of HL development, which informs further theorisation of HL learner well-being as multifaceted, interconnected, and contextual. By shifting the emphasis from linguistic achievement to a more holistic approach that prioritises the socio-emotional wellness of HL learners, we also seek to instigate a “positive” turn in HL education which provides an intellectual basis for the design, implementation, and evaluation of future HL interventions with significant policy implications.
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