In the past two decades, positive psychology (abbreviated as PosPsy or PP; hereafter PosPsy) has grown rapidly as a specialized field of psychology (Seligman & Csikszentmihalyi, 2000). The impetus for this came about after Martin Seligman was elected president of the American Psychological Association (APA) and gave his inaugural speech in 1998, wherein he called for psychologists to study what makes people happy and what we are good at rather than focusing on repairing and fixing problematic behaviors. He called for a shift away from traditional problem focused study to what he called positive psychology (PosPsy) and the study of long neglected topics such as happiness, well-being, flourishing, and resilience. Interest in PosPsy has moved into other fields of study including second language acquisition (SLA) research. In the past, SLA researchers spent considerable time studying impediments to learning a second language such as stress and anxiety. Today, a quickly growing trend among SLA researchers is to see the value of PosPsy constructs. With this increased recognition has come a reorientation among SLA researchers in how best to reimagine second or even a third language acquisition. Given the flattening of our world brought about by the Internet, bi-/multilingualism has become commonplace and even a necessity for students in many countries around the world. This has triggered an ever-expanding array of research interests in studying the effects of bi-/multilingualism, from the once dominant area of cognition to emotional and social domains involved in language learning and usage.