Academic literature on the topic 'Language teacher emotions'
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Journal articles on the topic "Language teacher emotions"
Li, Fei, and Lianjiang Jiang. "Understanding efl Teachers’ Emotional Experience of Doing Research: A Review." Beijing International Review of Education 4, no. 1 (April 20, 2022): 11–28. http://dx.doi.org/10.1163/25902539-bja10008.
Full textGu, Haibo, Yuting Mao, and Qian Wang. "Exploring EFL Teachers’ Emotions and the Impact on Their Sustainable Professional Development in Livestream Teaching: A Chinese Case Study." Sustainability 14, no. 14 (July 6, 2022): 8264. http://dx.doi.org/10.3390/su14148264.
Full textDumančić, Dino, Anna Martinović, and Irena Burić. "Dear Diary: An Exploration of L2 Teachers’ Emotional Experiences." Journal for the Psychology of Language Learning 4, no. 2 (August 5, 2022): 1–23. http://dx.doi.org/10.52598/jpll/4/2/7.
Full textBarcelos, Ana Maria F., and Rodrigo Camargo Aragão. "Emotions in Language Teaching: A Review of Studies on Teacher Emotions in Brazil." Chinese Journal of Applied Linguistics 41, no. 4 (November 27, 2018): 506–31. http://dx.doi.org/10.1515/cjal-2018-0036.
Full textDewaele, Jean-Marc, and Livia Dewaele. "Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions." Studies in Second Language Learning and Teaching 10, no. 1 (March 29, 2020): 45–65. http://dx.doi.org/10.14746/ssllt.2020.10.1.3.
Full textSong, Juyoung. "Critical Approaches to Emotions of Non-Native English Speaking Teachers." Chinese Journal of Applied Linguistics 41, no. 4 (November 27, 2018): 453–67. http://dx.doi.org/10.1515/cjal-2018-0033.
Full textTomicheva, Irina Valentinovna, Nataliya Aleksandrovna Khlybova, and Irina Viktorovna Girenko. "Verbal expression of emotions in the course of teaching foreign language." Филология: научные исследования, no. 5 (May 2020): 51–60. http://dx.doi.org/10.7256/2454-0749.2020.5.31398.
Full textPappa, Sotiria, Josephine Moate, Maria Ruohotie-Lehty, and Anneli Eteläpelto. "CLIL teachers in Finland." Apples - Journal of Applied Language Studies 11, no. 4 (December 26, 2017): 79–99. http://dx.doi.org/10.17011/apples/urn.201711144252.
Full textWest, Gordon Blaine. "“Is This a Safe Space?”: Examining an Emotionally Charged Eruption in Critical Language Pedagogy." Education Sciences 11, no. 4 (April 17, 2021): 186. http://dx.doi.org/10.3390/educsci11040186.
Full textGomez, Mary Louise, and Amy Johnson Lachuk. "Emotions: More than a “Feeling”." Teachers College Record: The Voice of Scholarship in Education 121, no. 13 (April 2019): 1–16. http://dx.doi.org/10.1177/016146811912101303.
Full textDissertations / Theses on the topic "Language teacher emotions"
Ho, Kam-kau Elizabeth, and 何劍翹. "Teacher emotions: autoethnography of a Hong Kong teacher who begins to teach ethnic minority students Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50639262.
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Education
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Doctor of Education
Olivero, María Matilde. "Cultivating Peace via Language Teaching: Pre-Service Teachers' Beliefs and Emotions in an EFL Argentine Practicum." Scholar Commons, 2017. https://scholarcommons.usf.edu/etd/7432.
Full textDiert-Boté, Irati. "An exploration of English language learners’ emotions and beliefs in a Catalan context: Insights from self-reported experiences and observed classroom practices." Doctoral thesis, Universitat de Lleida, 2021. http://hdl.handle.net/10803/671527.
Full textA raíz del 'giro emocional' (Pavlenko, 2013) en el campo de Adquisición de Segundas Lenguas – y, en particular, gracias a la llegada de la Psicología Positiva, se ha dedicado más atención al papel que desempeñan las emociones y procesos relacionados como las (auto)creencias en el aprendizaje de segundas lenguas/lenguas extranjeras. El objetivo de este proyecto de investigación es explorar las creencias y emociones que los estudiantes de inglés manifiestan y construyen en relación con (i) la metodología de enseñanza y el tipo de tareas (especialmente las tareas orales); y (ii) el papel de las relaciones entre profesor y alumno. Se ha adoptado un enfoque cualitativo en cuatro estudios independientes pero entrelazados en los cuales se han analizado tanto datos observacionales (grabaciones de audio/vídeo en el aula) como no observacionales (entrevistas, grupos de discusión e ítems de respuesta abierta). Los resultados indican que muchos estudiantes han construido autoconceptos inseguros con (auto)creencias disfuncionales y experiencias emocionales negativas interrelacionadas, especialmente con respecto a las tareas de habla, en gran parte debido a una tradición de enfoques gramaticales y escasa producción oral. El análisis muestra que es posible cambiar hacia una mentalidad más positiva, pero el proceso de adaptación implica períodos difíciles de transición para aquellos estudiantes que parecen sentirse más inseguros con sus habilidades lingüísticas. Durante este proceso, se ha demostrado que el papel del profesor es crucial para crear positividad en clase promoviendo un contacto positivo entre profesor y alumno y creando un entorno seguro donde los estudiantes respeten y trabajen colaborativamente para vencer la inhibición a la hora de hablar en inglés.
Due to the ‘emotional turn’ (Pavlenko, 2013) in SLA – and particularly thanks to the advent of Positive Psychology – closer attention has been devoted to the role that emotions and related processes such as (self-)beliefs play in foreign/second language learning. The aim of this doctoral thesis is to explore the English language learning beliefs and emotions students display and have constructed in relation to (i) the teaching methodology and the type of tasks (particularly oral tasks), and (ii) the role of the teacher and student-teacher relationships. A qualitative approach has been adopted in four independent yet intertwined studies in which both observational (classroom audio/video-recordings) and non-observational (interviews, focus groups and open-ended items) data have been analyzed. Findings indicate that many students have constructed insecure self-concepts with interrelated dysfunctional (self-)beliefs and negative emotional experiences – especially regarding speaking tasks – largely due to a tradition of grammar-based approaches and scarce oral production. The analysis shows that change towards more positive mindsets is possible but the adaptation process involves difficult periods of transition for those students who appear to feel more insecure with their language abilities. During this process, the role of the teacher has been proven to be crucial in fostering positivity in class by promoting positive teacher-student contact and by creating a safe environment in which students respect and work collaboratively in order to overcome English speaking inhibition.
Land, Simone Grams. "Entre nós: emoções e recursos para o agir na linguagem sobre o trabalho docente." Universidade Federal da Paraíba, 2017. http://tede.biblioteca.ufpb.br:8080/handle/tede/9196.
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Situated in the field of Applied Linguistics, the present study is about language regarding teachers‟ work during the Letters-English undergraduate program at UFPB - in special, in the PIBID program - focusing on the emotions and resources for acting through language. The main objective is to give visibility to emotions experienced in the context of teacher education and work, as well as to its recursiveness in language, by means of investigating representations of emotions and resources for acting in undergraduate voices. As a way to trigger this language in dialogue, the following tools from the Clinic of Activity are used: simple self-confrontation (SSC) and cross self-confrontation (CSC). The texts were generated in two SSC sessions with two novice teachers, one with each research collaborator, and one CSC session with both collaborators, in 2015-6. These texts are analyzed in the light of Socio-discursive Interactionism (BRONCKART, 2008, 2012), focusing on thematic content and modalizations, so that to comprehend the lines that weave emotions and interweave resources for acting on verbalization about teachers‟ education and work. For this, other relevant concepts involve emotion (SPINOZA, 1955, VYGOTSKY, 2004, GOLEMAN, 2007; CRAMPTON; LEWIS,2016), reconfiguration (BRONCKART, 2008), objective, subjective and social worlds (HABERMAS, 2010), empathy (BAKHTIN, 2010), discursive genre and style (BAKHTIN, 1997) and professional genre and style (CLOT, 2007, 2010). The analysis is developed in order to discuss the following research questions: which themes emerge in language about teachers´ work? How are emotions and resources for acting thematized and intertwined in graduating teachers´ voices? In which way are resources for acting woven from emotions and vice-versa? On answering these questions, threads of the objective, social and subjective worlds are unraveled through modalizations present in teacher discourse. Based on this analysis, remarks about teacher education are woven, in terms of inclusion in the professional genre and the development of style, of situations that mobilize the emotions of graduating teachers, of the reconfiguration of emotions and acting, as well as the fabric of resources for acting, amongst others, emphasizing the emotional dimension of teachers. Lastly, considerations based on the discussion of data are presented, as the necessity of emotional education at schools and at universities, as well the relevance of work groups, of reconfiguration processes and of psychological support in teachers‟ courses.
No campo da Linguística Aplicada, o presente estudo trata da linguagem sobre o trabalho docente em formação inicial, em especial, durante o PIBID na Licenciatura em Letras Inglês, UFPB, atentando para as emoções e para os recursos para o agir por meio da linguagem. O objetivo central é dar visibilidade às emoções vividas na formação e no trabalho docente e a sua recursividade na linguagem, por meio da análise das representações das emoções e dos recursos para o agir na voz de professores licenciandos. Para suscitar essas vozes em diálogo, são utilizadas ferramentas da Clínica da Atividade, corrente da Psicologia do Trabalho, a saber: autoconfrontação simples (ACS) e autoconfrontação cruzada (ACC). Os textos foram gerados em 2015-16, em duas sessões de ACS, uma com cada um dos dois professores colaboradores, licenciandos do referido curso de Letras Inglês, membros do PIBID atrelado ao curso, bem como em uma sessão de ACC, com os mesmos colaboradores. Esses textos são analisados à luz do Interacionismo Sociodiscursivo (BRONCKART, 2008, 2012), com enfoque no conteúdo temático e nas modalizações, a fim de percorrer os fios que tecem as emoções e entretecem recursos para o agir no dizer sobre a formação e o trabalho docente. Para isso, são considerados conceitos como emoção (SPINOZA, 1955, VYGOTSKY, 2004, GOLEMAN, 2007; CRAMPTON; LEWIS, 2016), reconfiguração (BRONCKART, 2008), mundos objetivo, subjetivo e social (HABERMAS, 2010), empatia (BAKHTIN, 2010), gênero e estilo do discurso (BAKHTIN, 1997) e gênero profissional (CLOT, 2007, 2010). Destarte, a análise é desenvolvida com o propósito de discutir as seguintes questões de pesquisa: quais temas emergem na linguagem sobre o trabalho docente? Como as emoções e os recursos para o agir são tematizados e entrelaçados na voz dos professores licenciandos? De que forma são tecidos recursos para o agir a partir das emoções e vice-versa? Ao responder a essas perguntas, são percorridos fios dos mundos objetivo, social e subjetivo nas modalizações presentes no dizer dos professores. A partir dessa análise, são tecidas considerações sobre a formação inicial, quanto à inserção no gênero profissional e o desenvolvimento do estilo, sobre situações que mobilizam as emoções dos licenciandos, a reconfiguração de emoções e do agir, a tessitura de recursos para o agir, entre outras, enfatizando a dimensão emocional dos professores. Concluindo, seguem ponderações fundamentadas na discussão dos dados, como a necessidade de educação das emoções na escola e na universidade, a relevância da formação de coletivos de trabalho, dos processos de reconfiguração e do apoio psicológico nas licenciaturas.
Ramos, Fabiano Silvestre. "Sou porque sinto : um estudo histórico-cultural sobre identidades profissionais e emoções na formação inicial de professores de inglês /." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/153419.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
O presente trabalho teve por objetivo estudar a inter-relação entre as emoções vivenciadas por professoras de língua inglesa em formação inicial e o processo de (re)construção de identidades profissionais. Para tanto, busco na teoria históricocultural (JOHNSON, 2009; JOHNSON e GOLOMBEK, 2011; JOHNSON e GOLOMBEK, 2016), baseada nos estudos de Vigotski e da Psicologia HistóricoCultural (VIGOTSKI, 2007, 2009, 2010; RATNER, 1995), fundamentos para explicar os fenômenos sob investigação. Emoções, portanto, são compreendidas como funções psicológicas superiores que têm influência direta na prática do sujeito historicamente situado (VIGOTSKI, 2004; 2010; TOASSA, 2009, 2011). Identidades, sob esse viés, é um conceito definido como papeis desempenhados pelo sujeito em um contexto sociocultural. São construídas no processo de interação social, por meio da mediação da linguagem e processos cognitivos (GOFFMAN, 1985; CIAMPA, 1984, 1998, 2007; De COSTA, 2017; BARKHUIZEN, 2017; LEIBOWITZ, 2017). A pesquisa foi realizada no contexto de um projeto de extensão de ensino de línguas estrangeiras, com duas professoras de língua inglesa em formação inicial. Os dados foram gerados e coletados durante dois semestres letivos por intermédio de narrativas de experiência, entrevistas orais para geração de história de vida, observação e gravação de aulas, sessões de visionamento e entrevista sobre emoções (CLARÀ, 2015). A análise dos dados sugere uma inter-relação de natureza recíproca entre as emoções vivenciadas pelas participantes e as identidades profissionais construídas e negociadas em sua prática pedagógica. As emoções atuam como mediação entre o profissional e sua ação, fator essencial para a construção de uma identidade. Revelam ainda uma gama de emoções vivenciadas que provocam diferentes reações nas participantes, não podendo, assim, classificá-las como negativas ou positivas. Por fim, ressalta-se a necessidade de um trabalho no sentido de promoção de um letramento emocional nos cursos de formação de professores de língua inglesa, para que os futuros profissionais tenham a habilidade para lidar com suas próprias emoções e as de seus estudantes.
The present study aimed at investigating the interrelationship between the emotions experienced by English language teachers in initial education and the process of (re) construction of professional identities. To achieve this goal, I analyzed the phenomena under a historical-cultural lens (JOHNSON, 2009; JOHNSON e GOLOMBEK, 2011; JOHNSON e GOLOMBEK, 2016), based on the studies of Vigotski and the Historical-Cultural Psychology (VIGOTSKI, 2007, 2009, 2010; RATNER, 1995). Emotions, therefore, are understood as higher psychological functions that have a direct influence on the practice of the historically situated subject (VIGOTSKI, 2004; 2010; TOASSA, 2009, 2011). Identities, under this bias, is a concept defined as roles played by the subject in a sociocultural context. They are constructed in the process of social interaction, through the mediation of language and cognitive processes (GOFFMAN, 1985; CIAMPA, 1984, 1998, 2007; De COSTA, 2017; BARKHUIZEN, 2017; LEIBOWITZ, 2017). The research was carried out in the context of an extension project on foreign language teaching, with two English language teachers in the process of initial education. The data were generated and collected during two academic semesters by means of the use of narratives of experience, oral interviews for generation of life history, observation and class recordings, viewing sessions and interview about emotions (CLARÀ, 2015). Data analysis suggests a reciprocal interrelationship between the emotions experienced by the participants and the professional identities built and negotiated in their pedagogical practice. Emotions act as mediation between the professionals and their actions, an essential factor for the construction of identities. It also reveals a range of emotions experienced that provoke different reactions in the participants. Thus, they cannot, therefore, be classified into a negative or positive spectrum. Finally, it shows a need for actions to promote emotional literacy in English-language teacher education courses, so that future professionals have the ability to deal with their own emotions and those of their students.
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Cowie, Neil James. "The emotional lives of experienced EFL (English as a foreign language) teachers." Thesis, University of Exeter, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400919.
Full textPham, Sofia. "Indirect Effects of Teacher Support on Emotional and Academic Outcomes for English Language Learners." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/401574.
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This study investigated the relationship between teacher support, internalizing symptoms, and academic achievement in a sample of English Language Learners (ELLs) and non-English Language Learners (non-ELLs). Participants were middle school students from a culturally and linguistically diverse suburban school district. Linear regressions were used to examine mediation, moderation, and moderated-mediation models of teacher support on internalizing symptoms and academic achievement. The results showed that increased teacher support was related to higher classroom grades, particularly for non-ELLs, and decreased internalizing symptoms for both ELLs and non-ELLs. Implications, limitations, and directions for future research are discussed.
Temple University--Theses
Guerra, Julianne Grover Smith. "The Efficacy of Social Communication Intervention on Teacher Report of Sociability for Children With Language Impairment." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4132.
Full textRoscher, Allyson. "The Efficacy of a Social Communication Intervention on Teacher Report of Withdrawal for Children with Language Impairment." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6029.
Full textHarlow, Mnisa Lyn. "The Efficacy of a Literature-Based Social Communication Intervention on Teacher Report of Sociability for Children with Language Impairment." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6450.
Full textBooks on the topic "Language teacher emotions"
McLeod, Susan H. Notes on the heart: Affective issues in the writing classroom. Carbondale, [Ill.]: Southern Illinois University Press, 1997.
Find full textBrunello, Loreta A. Teachers' ratings of oral language, attention, social-emotional, reading and arithmetic performance in children with attention deficit hyperactivity disorder and nonverbal learning disabilities. Ottawa: National Library of Canada, 1993.
Find full textHarchenko, Vera. The richness of color in Russian. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1895948.
Full textJuan de Dios Martínez Agudo. Emotions in Second Language Teaching: Theory, Research and Teacher Education. Springer, 2019.
Find full textJuan de Dios Martínez Agudo. Emotions in Second Language Teaching: Theory, Research and Teacher Education. Springer, 2018.
Find full textMedina, Rosemary, Angelo Lumansoc, and Cynthia Long. Sign Language Emotions Activity Book 12: ASL Teacher and Student Resources. ASL Teaching Resources, 2022.
Find full textMedina, Rosemary, Angelo Lumansoc, and Cynthia Long. Sign Language Emotions Lesson Plan Book 12: ASL Teacher and Student Resources. ASL Teaching Resources, 2022.
Find full textEmotions and English Language Teaching: Exploring Teachers' Emotion Labor. Routledge, 2017.
Find full textBenesch, Sarah. Emotions and English Language Teaching: Exploring Teachers' Emotion Labor. Taylor & Francis Group, 2017.
Find full textBenesch, Sarah. Emotions and English Language Teaching: Exploring Teachers' Emotion Labor. Taylor & Francis Group, 2017.
Find full textBook chapters on the topic "Language teacher emotions"
De Costa, Peter I., Wendy Li, and Hima Rawal. "Language Teacher Emotions." In Encyclopedia of Teacher Education, 1–4. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_262-1.
Full textDe Costa, Peter I., Wendy Li, and Hima Rawal. "Language Teacher Emotions." In Encyclopedia of Teacher Education, 922–26. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_262.
Full textKing, Jim, and Kwan-Yee Sarah Ng. "9. Teacher Emotions and the Emotional Labour of Second Language Teaching." In Language Teacher Psychology, edited by Sarah Mercer and Achilleas Kostoulas, 141–57. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781783099467-013.
Full textGabryś-Barker, Danuta. "Emotionality in L2 Teacher Discourse: Implications for Teacher Education and Future Research Directions." In Emotions in Second Language Teaching, 301–21. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75438-3_17.
Full textLemarchand-Chauvin, Marie-Claire, and Claire Tardieu. "Teachers’ Emotions and Professional Identity Development: Implications for Second Language Teacher Education." In Emotions in Second Language Teaching, 425–43. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75438-3_23.
Full textBarcelos, Ana Maria F., and Maria Ruohotie-Lyhty. "Teachers’ Emotions and Beliefs in Second Language Teaching: Implications for Teacher Education." In Emotions in Second Language Teaching, 109–24. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75438-3_7.
Full textNguyen, Minh Hue. "Mentoring in Professional Experience: A Source of Tensions and Emotions." In English Language Teacher Education, 105–26. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9761-5_6.
Full textTomlinson, Brian. "Emotional Dilemmas Faced by Teachers in ELT Materials Selection and Adaptation: Implications for Teacher Education." In Emotions in Second Language Teaching, 165–81. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75438-3_10.
Full textMadalińska-Michalak, Joanna, and Bünyamin Bavli. "Developing Emotional Competence for L2 Teaching in Second Language Teacher Education: Opportunities and Challenges for Teacher Education in Poland and Turkey." In Emotions in Second Language Teaching, 403–23. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75438-3_22.
Full textNguyen, Minh Hue. "ESL Teachers’ Emotional Experiences, Responses and Challenges in Professional Relationships with the School Community: Implications for Teacher Education." In Emotions in Second Language Teaching, 243–57. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75438-3_14.
Full textConference papers on the topic "Language teacher emotions"
Vitanova-Haralampiev, Gergana. ""It's Just a Feeling": Emotions and Responsibility in Language Teacher Narratives." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1678750.
Full textCypret, Kristen. "Understanding Language Learners' Emotions in Foreign Language Learning: The Effect of Teacher and Learner Variables." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1582307.
Full textMyers, Marie J. "BRIDGING LANGUAGE GAPS OF L2 (SECOND LANGUAGE) TEACHERS BY OPTIMIZING THEIR SELF-AWARENESS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end112.
Full textShapir, Barbara, Teresa Lewin, and Samar Aldinah. "LET’S TALK! PROMOTING MEANINGFUL COMMUNICATION THROUGH AUTHENTIC TEACHER CHILD DIALOGUE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end031.
Full textGeorgiev, Mihail, and Ina Vladova. "EMOTIONS, FEELINGS, AND EXPERIENCES IN A MULTICULTURAL CLASSROOM." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/61.
Full textFENG, LI, and JING XU. "THE STUDY OF THE STRATEGIES OF STUDENTS’ EFFECTIVE PARTICIPATION IN COLLEGE ENGLISH INTENSIVE READING TEACHING." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35662.
Full textTorres, Ana, Sérgio Soares, and Maribel Carvalhais. "Nursing Relational Laboratory: Educational, dialogical and critical projet." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8170.
Full textMéndez López, Mariza G. "EMOTIONS OF MEXICAN LANGUAGE TEACHERS IN TERTIARY INSTITUTIONS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0530.
Full textDelplancq, Véronique, Ana Maria Costa, Cristina Amaro Costa, Emília Coutinho, Isabel Oliveira, José Pereira, Patricia Lopez Garcia, et al. "STORYTELLING AND DIGITAL ART AS A MEANS TO IMPROVE MULTILINGUAL SKILLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end073.
Full textGuslyakova, Nina I., and Alla V. Guslyakova. "Emotional Intelligence as a Driving Force in the Study of Foreign Languages in Higher Education." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e0781.
Full textReports on the topic "Language teacher emotions"
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.publication.2022.0001.
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