Academic literature on the topic 'Language teacher emotions'
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Journal articles on the topic "Language teacher emotions"
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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.
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Abstract In an era when scientific research is in the spotlight, foreign language teachers have developed a variety of complex and diverse emotions towards it. Research into teachers’ professional development has long focused on rational factors. However, teacher emotions are real and emotions are at the heart of teaching and learning. Teachers’ research emotions are therefore as important as the rational elements of teacher professional development. Indeed, teacher emotions have a crucial impact on teachers’ careers and development, and teacher emotions cannot be ignored. However, little attention has been paid to research on English teachers’ emotions, and there is a lack of literature reviews to sort out the limited research on English teachers’ emotions. Such a literature review would help to understand the gaps in the current field of research on English teachers’ research on emotions and thus better guide the direction of future research. By using keywords to identify relevant studies, further screening and analysing candidate studies, and reporting and summarizing existing research findings, this study reviews the current state of research on English teachers’ research on emotional experiences and finds that research on foreign language teachers’ emotions is mainly concerned with the content of emotional experiences, emotion formation and its influencing factors. On this basis, further directions for research are indicated, including the attention paying to the processes of emotion formation and emotion adjustment strategies of foreign language teachers, the emotions of university teachers and the influence of Chinese society and culture on foreign language teachers in higher education.
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Gu, 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.
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Due to the impact of COVID-19, most Chinese universities have launched livestream teaching. Faced with this significant change of teaching mode, teachers experienced different emotions, including predominant negative emotions such as anxiety, stress, and anger, alongside a few positive emotions like satisfaction, love, and happiness. With the rising attention on teacher emotion research, this study explores the emotional experiences of five Chinese English as a foreign language (EFL) teachers in livestream teaching. Drawing from data collected via interviews and case documents, it examines the causes of these teachers’ emotions and the impact thereof on their sustainable professional development. The findings suggest that teacher emotions were produced through the interaction between teachers’ goals and the environment, which included students’ performance, features of livestream teaching, and the institutional livestream teaching requirements. The impacts of teacher emotions on their sustainable professional development were identified: deepening teachers’ understanding of online teaching, shaping teacher identities, and motivating teachers to take action. Implications regarding developing teachers’ coping strategies for various emotions and sustaining their professional development in online teaching are also included.
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Dumančić, 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.
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Studies focusing on affective factors/emotions in learning are a mainstay in second language (L2) research. L2 teacher-focused research has also made advances in this domain and established the importance of affective factors for both learners and teachers. Despite the field’s understanding of the emotional complexity of L2 teaching, much remains undiscovered. The aim of this qualitative research was to investigate L2 teachers’ (N = 21) emotional experiences in the classroom. Specifically, by using a teacher diary we set out to document: (1) the emotions teachers reported in their place of work and during their interactions with learners, (2) the classroom activities teachers were engaged in when they experienced specific emotions, and (3) the regulatory practices they engaged in when dealing with both pleasant and unpleasant emotions. Our findings show that L2 teachers most frequently experienced pleasant emotions such as satisfaction, joy, and pride. In regard to unpleasant emotions, they primarily revealed frustration, irritability, and disappointment. Both types of emotions were mostly instigated by their learners and were related to L2 classroom activities in the areas of grammar, speaking, and reading. The teachers admitted to regulating both pleasant and unpleasant emotions. Finally, teachers revealed that they used down-regulation, reappraisal, deep breathing, and suppression as the most frequent emotion regulation strategies.
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Barcelos, 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.
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Abstract In this paper, we wish to respond to the call for expansion on our knowledge about teacher beliefs (Kubanyiova & Feryok, 2015) and discuss findings of studies on teacher emotions conducted in Brazil with both in-service and pre-service teachers of English. More specifically, we focus 1) on the kinds of emotions these teachers have reported feeling, and 2) on the relationship between beliefs and emotions. The results have shown: 1) the diversity of emotions teachers experience in their teacher education; and 2) how these emotions interact in dynamic and complex ways with their beliefs about teaching English in Brazil. The findings suggest that looking into the interrelationships between emotions and beliefs can shed light onto our understanding of the teachers’ thinking and practices in their contexts. Implications and questions for further research will be discussed in light of the studies reviewed.
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Dewaele, 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.
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Previous research has considered fluctuations in students’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele & MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have two different teachers. Participants were 40 London-based secondary school students studying modern languages with one Main Teacher and one Second Teacher. Statistical analysis revealed that while FLCA was constant with both teachers, FLE was significantly higher with the Main Teacher. Predictors of FLE such as attitudes towards the teacher, the teacher’s frequency of use of the target language in class and unpredictability were also significantly more positive for the Main Teacher. Item-level analysis revealed that the teacher creating a positive emotional atmosphere in class contributed to the higher FLE score. Items that reflected more stable personal and group characteristics varied less between the two teachers. The findings suggest that FLE is more teacher-dependent than FLCA, which is more stable across teachers.
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Song, 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.
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AbstractA growing number of recent studies in applied linguistics focus on teacher emotions in response to several major shifts within the field, expanding the scope of analyses to include the social and affective dimensions of second language education. This paper aims to expand the discussion on the emotions of non-native English speaking teachers (NNESTs) by examining their anxiety from the perspective of sociopolitical and socioeconomic theories. By introducing three theories on emotions developed by Raymond Williams (1977), Pierre Bourdieu (1986), and Sara Ahmed (2015), I demonstrate how their insights on the social construction and circulation of emotions can be applied to NNESTs’ emotional struggles in relation to structural inequalities. Then, I discuss theoretical and practical implications of this perspective on language teaching and teacher education, calling for criticality in the area of teacher emotions.
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Tomicheva, 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.
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The subject of this research is identification of emotions based on verbal expressions. The studies dedicated to verbal expression of emotions mostly provide description and classification to the lexicon that reduce studying to semantic and mental capabilities of the phenomenon. The nature and influence of emotional states upon learning a language remain insufficiently studied. Emotional response is able to change the course of cognitive processes. Feelings and mood can greatly affect learning of a foreign language. In the process of emotive-empathic interaction, teacher and student exchange emotions. Success of the process directly depends on the proper emotional mutual perception. Another goal of this research is to determine verbal traces related to negative emotions. The author uses an empirical method of research, such as scientific observation over the behavior if students and teacher, recording the results of such observations. The scientific novelty consists in determination of the influence of emotion of students upon the reception of learning material. Positive emotions are the elements of motivation, while negative are the factors of demotivation. The presented research is a first step in using emotions, emerging in the course of study, aimed at formation of metacognitive skills of the students. The obtained conclusions may be valuable for educators to predict the expression of emotions in accordance with the learning goals and resources.
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Pappa, 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.
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Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most scholars have focused on how emotions influence the transformation and maintenance of teacher identities in the field of teacher education and novice teachers, with little research being conducted on either experienced or foreign language teachers. This study explores emotions in Content and Language Integrated Learning (CLIL) teachers’ work and their role in identity negotiation. The data is based on interviews with thirteen CLIL teachers working at six different primary schools around Finland, while the analysis draws on Meijers’ (2002) model of identity as a learning process. According to this model, a perceived boundary experience usually generates negatively accented emotions, which are negotiated in light of one’s professional identity by means of two complementary processes, i.e. intuitive sense-giving and discursive meaning-giving. The predominant emotional experiences that were identified were, on the one hand, hurry and frustration, and on the other hand, contentment and empowerment. Intuitive sense-giving mostly entailed reasoning, self-reliance, resilience, and empathy. Discursive meaning-giving mostly entailed the ideas of autonomy and of the CLIL team. This study highlights the need for sensitivity toward teachers’ emotions and their influence on teacher identity. It concludes with suggestions for theory, further research and teacher education.
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West, 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.
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Unexpected conflicts, or eruptions, in class during discussions of controversial issues are not uncommon in the field of English language teaching (ELT). This can be especially true for critical English language teachers who hope to address social justice issues in their classrooms. Existing literature of these events often mentions emotional responses of teachers and students, without fully analyzing the ways in which emotions are processed and constrained around these eruptions. This article examines a homophobic incident during an in-service English language teacher course taught by the author to illustrate ways in which emotions shaped the response to the incident, and how social justice aims can be achieved for critical language teachers in emotionally challenging environments, where there may be competing claims of injustice and narratives of oppression. Drawing on feminist theories of emotion, the case is made for a conceptualization of emotions not as private, individual experiences, but rather as public, socioculturally and materially mediated experiences. Social justice is theorized as an active fight against injustices that cannot be seen as an individual, isolated effort. Implications for critical language educators are shared.
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Gomez, 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.
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What are emotions; and how do prospective and practicing teachers’ frame and understand them? How may teachers understand their own identities and those of their students as composed of intersectional dimensions of race, ethnicity, social class, gender, language background, abilities, and sexual orientation? What outcomes may occur as a result of these understandings? How may teacher educators respond when faced with these interpretations? Addressing these questions, we interrogate how emotions experienced by teachers influence how we see ourselves—our effectiveness; our relationships with students and families; and the curricula, pedagogies, and assessments we employ. We draw on our own experiences as teacher educators, as well as extant research, to explore answers to these questions. Studies across diverse fields indicate that emotions are more than feelings or uncontrollable responses to situations; rather, they are socially and culturally constructed and agreed upon among people. As teacher educators, what intrigues us most about this research on emotion are the implications it has for creating culturally responsive and socially just teachers—teachers who are able to effectively teach youth who come from racial, cultural, class, and linguistic backgrounds different from their own. We appeal to scholars from various traditions—philosophy, literature, cultural theory, composition and rhetoric, neuroscience, narrative inquiry, and teacher education—to question and elaborate what the term “others” may mean to teachers. Our twin goals are to demonstrate how often prospective and practicing teachers employ dichotomies of race, ethnicity, social class, language background/s, ability, and sexual orientation, among other dimensions of identity, to distinguish themselves from students and their families, and to begin exploring how teacher educators may provide alternatives to such imposed views.
Dissertations / Theses on the topic "Language teacher emotions"
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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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This research is a journey of mine, as a CSL (Chinese as second language) teacher, using autoethnographical method to explore my own emotions and professional growth in the teaching of Chinese language to EM students.
This research is a study of self-exploration. To make it simple, the autoethnography is written in accordance to the natural sequence of my self-exploration. First, I have chosen to report some of my raw experiences over the two-and-half years of teaching with the 2009 and 2010 cohorts of EM students (S2 and S1) as significant critical incidents that form the basis of my layers of reflection. They form the primary domain of the study.
The writing is structured according to the classification suggested by Schon:
1. Reflection in Action: This part of the writing provides rich description of a series of critical incidents or episodes and my thoughts and feelings in the incidents. In writing each incident, the memory brings me back to the time and some instant reflection (usually filled, with some heavy emotions, confusion which needs clarity) may also be added to the description. The ‘Reflection in Action’ with the 2 cohorts of students is reported in two separate chapters.
2. Reflection on Action: After each ‘Reflection in Action’ chapter (which is mainly narratives of the critical incidents), there is a ‘Reflection on Action’ chapter which provides more in-depth analysis and reflection of my experience. With the 2009 cohort (S2 students), the associated ‘Reflection on Action’ is structured around the various emotions and relations experienced. And then with the 2010 cohort (S1 students), the associated ‘Reflection on Action’ is structured around my roles, values and cultural conflicts in the experience.
3. ‘Reflection for Action’: After I have completed ‘Reflection on Action’ on my experience to these two groups of students, I then make an overall reflection. The intention is to develop a better conceptualization of the whole experience and develop some theory that can serve as direction for my future practice, or hypothesis for consideration and future research by others.
Before writing this final ‘Reflection for Action’, to provide a more valid and reliable basis for it, I interview some students (those involved in some of the significant incidents), three teachers from my school and three other teachers from other educational institutions. (One is a teaching staff working at the University of Hong Kong, one is from a Band 2 secondary school with lot of EM students, and the last one is a teaching staff working in a subsidized secondary school with some EM students.) Having the private talk with students can give me more insight on how some issues are seen from the students’ side. In the interviews, the critical incidents are used as stimulus together with questions which are designed for sharing emotions and enhancing understanding.
After the final ‘Reflection for Action’, I will reflect on how the process of autoethographic writing and try to share with readers its values in teacher growth and other practical knowledge on using this methodology, including its strengths and limitations.
In reflecting on my interaction, relation and emotions with students, I found my weaknesses; but I also came to realize fear existed in most of us. The way we handled our fear reflects our values and attitudes and in turn affected the fear of others. Our students also had their fear. The cultures of my students and me, and the differences, had made a great impact on our understanding of each other, and hence our emotional feelings towards each perceptions on cultural identity, and I tried to match the cultural strategies I learnt from literature with the cultural strategies practiced by me and my students. I also began to question how I saw (and would need to see) myself as their teacher, and respond to the
differences between us. The issue of a teacher’s self and its formation in intercultural teaching then also became the focus of the study.
In the end, you may ask, ‘what do you get from writing this autoethnographic research? In this teaching journey: teaching Chinese to the non-Chinese, you may ask, is teaching pedagogy very important fro students to learn better? Yes. But apart from teaching pedagogy, we need to take other issues into consideration. The issue of emotions and intercultural difference often emerges during the process of teaching and learning especially when teaching with ethnic minority students and this we need to take it into consideration to make the teaching of ethnic minority more smooth. To make the teaching of ethnic minority successful, we also need to understand our limitations and be accommodating, positive and show understanding to our students. In short, in the process of autoethnographic study, I have learned from lived experience. Through layers of reflection in different perspectives and different timing: reflection, it allows me to have some space to understand myself, show respect to others: students, parents and colleagues. We learn when we teach and we grow when we nurture our students with understanding and teach them with the virtue of gratitude.published_or_final_version
Education
Doctoral
Doctor of Education
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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.
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In order to understand the intricate processes involved in second language teacher development, in the last decade studies in second language teacher education (SLTE) have addressed the need to explore pre-service teachers’ beliefs and emotions jointly as they occur in their contexts of teaching. SLTE researchers have referred to the importance of helping pre-service teachers verbalize their beliefs and try to understand and regulate their emotions as they can serve to explain what, how, and why pre-service teachers do what they do during their practicum experience. In addition, considering future teachers will be passing on their beliefs, values, and ways of behaving and feeling to future generations, SLTE should offer pre-service teachers with models of teaching that will help form ethical, reflective, and emotionally intelligent professionals capable of transforming society. The clamor for peace in today’s world and the globalized nature of the English language emphasize the need to embrace practices in SLTE intended to foster peace. In Argentina (the context of the present study) such practices carry particular relevance, as it is expected from the Ministry of Education that the teaching of foreign languages at primary and high school level serve as tools to promote societal peace.
Given the importance of exploring pre-service teachers’ beliefs together with emotions, and on the importance of providing them with holistic approaches to teaching aimed at expanding peace, this study examines pre-service teachers’ beliefs and emotions about an innovative intervention involving the language of peace throughout their practicum semester in an Argentine setting. More specifically, through multiple case studies and narrative approaches, this study investigates four pre-service teachers’ beliefs and emotions regarding peace and the implementation of multidimensional peace language activities (MPLAs) before, during, and after their Practicum I course. In addition, it aims at comparing participants’ beliefs and emotions with their actions as reflected in their lesson plans and in-school teaching experience. Finally, it traces pre-service teachers’ transformation of beliefs and emotions throughout the course, and examines the ways in which reflection facilitates teacher development.
Multiple sources were used for data collection, including semi-structured interviews, journal entries, field-notes from classroom observations, lesson plans, and narrative frames. The thematic and content analysis of the data revealed that in general participants believed the MPLA intervention in the practicum (a) gave participants meaningful English exposure, (b) changed their understanding of peace and enhanced their ability to teach peace in EFL classrooms, and (c) led to a more transformative practicum experience. By embodying multidimensional peace the participants were able to become conscious of their beliefs, emotions, and actions regarding the inclusion of MPLAs and understand their teaching practices better, thereby allowing themselves to develop as teachers and peacebuilders. However, it was noted that two pre-service teachers were not able to include as many MPLAs as they had desired, due to contextual factors and previous learning experiences, among other aspects. Limitations of the study are addressed, as well as research and pedagogical implications for the field of SLTE that relate to the need to incorporate holistic, experiential, and contemplative approaches intended to cultivate multidimensional peace.
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Diert-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.
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Com a conseqüència del ‘gir emocional’ (Pavlenko, 2013) en el camp d’Adquisició de Segones Llengües – i en particular gràcies a l’arribada de la Psicologia Positiva, s'ha dedicat més atenció al paper que exerceixen les emocions i processos relacionats com les (auto-)creences en l'aprenentatge de segones llengües/llengües estrangeres. L'objectiu d'aquest projecte d'investigació és explorar les creences i emocions que els estudiants d’anglès manifesten i construeixen en relació amb (i) la metodologia d’ensenyament i el tipus de tasques (especialment les tasques orals); i (ii) el paper de les relacions entre professor i alumne. S'ha adoptat un enfocament qualitatiu en quatre estudis independents però entrellaçats, en què s’han analitzat tant dades observacionals (enregistraments d'àudio/vídeo a l'aula) com no observacionals (entrevistes, grups de discussió i ítems de resposta oberta). Els resultats indiquen que molts estudiants han construït autoconceptes insegurs amb (auto)creences disfuncionals i experiències emocionals negatives interrelacionades, especialment pel que fa a les tasques de parla, en gran part a causa d'una tradició d'enfocaments gramaticals i d’escassa producció oral. L'anàlisi mostra que és possible canviar cap a una mentalitat més positiva, però el procés d'adaptació implica períodes difícils de transició per aquells estudiants que semblen sentir-se més insegurs amb les seves habilitats lingüístiques. Durant aquest procés, s’ha demostrat que el paper del professor és crucial per a crear positivitat a classe promovent un contacte positiu entre professor i alumne i creant un entorn segur on els estudiants respectin i treballin col•laborativament per tal de vèncer la inhibició a l’hora de parlar en anglès.A 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.
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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.
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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.
88881.135135/2016-01
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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.
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Pham, 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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School PsychologyPh.D.
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
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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.
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Recent research indicates that many children with Language Impairment (LI) have difficulty with social communication skills. This study assessed the impact of a social communication intervention on teacher perceptions of social withdrawal in children who received the treatment. The intervention targeted emotion understanding using the presentation of children's stories, facial picture cards, and journaling. Teacher perception was measured using the three withdrawal subscales of the Teacher Behavior Rating Scale (TBRS): Solitary-Active withdrawal, Solitary-Passive withdrawal, and Reticence. Following treatment all five participants received lower ratings of withdrawn behavior on some of the subscales. Only one participant received a rating indicting increased withdrawn behavior (on a single subscale). The most positive indicators of change following treatment were the reduction in Solitary-Active withdrawal for three of the participants and the reduction of Reticent withdrawal for three participants. This study reveals promising results for social communication intervention in children with LI in the area of withdrawn behaviors.
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Roscher, 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.
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Recent studies and literature regarding children with language impairment (LI) indicate that these children have difficulty with social communication skills. This study assessed the effect of a social communication intervention on teacher perceptions of withdrawal in six elementary school age participants with LI. The social communication intervention included story sharing, identifying pictures of facial expressions, and journaling to target emotion understanding. The Teacher Behavior Rating Scale (TBRS) was utilized to measure teacher perception of withdrawal. The TBRS examined three subscales of social withdrawal: solitary-active withdrawal, solitary-passive withdrawal, and reticence. Following treatment, teacher ratings of withdrawn behavior decreased for all six participants on some of the subscales. Solitary-active behavior decreased for four of the six participants, solitary-passive behavior decreased for five participants, and reticent behavior decreased for three participants. Teacher ratings of withdrawal for two participants increased on a single subscale, however. These changes suggest positive post-treatment outcomes with regard to withdrawn behavior in children with LI.
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Harlow, 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.
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Recent research indicates that children with language impairment (LI) often experience difficulties with social communication. Although the empirical basis for general social communication intervention is growing, information documenting the efficacy of these interventions for children with LI remains limited. The purpose of this study was to examine the effectiveness of a social communication intervention on teacher perceptions of sociability in five elementary-aged children with LI. The intervention focused on the presentation and use of children's stories to target aspects of emotion understanding. The two sociability subscales of the Teacher Behavior Rating Scale (TBRS), impulse control/likeability and prosocial behavior, were used as variables with which to measure teacher perception. Pre and post intervention measures of teacher ratings were taken and compared for each participant. Results indicated that four of the five participants received higher ratings for prosocial behaviors following treatment, with two participants scoring within typical range for their age. Two participants remained stable in their pre and posttreatment scores for impulse control/likeability, one participant increased in their ratings, and two of the participants had a decline in posttreatment scores for impulse control/likeability. This study revealed noteworthy improvements in prosocial behaviors in children with LI, even while problems with impulse control remained or increased. This was to be expected considering the intervention focused on emotion understanding which leads to prosocial behavior, whereas the intervention did not focus explicitly on impulse control. Implications of these results were discussed and suggestions for further research were offered.
Books on the topic "Language teacher emotions"
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McLeod, Susan H. Notes on the heart: Affective issues in the writing classroom. Carbondale, [Ill.]: Southern Illinois University Press, 1997.
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Brunello, 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.
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Harchenko, Vera. The richness of color in Russian. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1895948.
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The monograph explores direct color designations with various ways of translating color characteristics: emotional, figurative, playful, tint. The analysis of various objects embodying color (animals and plants, food and minerals, fabrics and natural phenomena) is given. Some color meanings lost in modern Russian are analyzed. Color in painting, iconography, fiction, poetry, colloquial discourse, science, medicine, production, folklore is also included in the structure of the book. Throughout the narrative, the amazing subtlety of the Russian language in the transmission of the color palette is emphasized.
It can be useful to students, postgraduates and teachers of philological universities and faculties, as well as to all readers interested in the issues of color designation.
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Juan de Dios Martínez Agudo. Emotions in Second Language Teaching: Theory, Research and Teacher Education. Springer, 2019.
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Juan de Dios Martínez Agudo. Emotions in Second Language Teaching: Theory, Research and Teacher Education. Springer, 2018.
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Medina, Rosemary, Angelo Lumansoc, and Cynthia Long. Sign Language Emotions Activity Book 12: ASL Teacher and Student Resources. ASL Teaching Resources, 2022.
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Medina, Rosemary, Angelo Lumansoc, and Cynthia Long. Sign Language Emotions Lesson Plan Book 12: ASL Teacher and Student Resources. ASL Teaching Resources, 2022.
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Emotions and English Language Teaching: Exploring Teachers' Emotion Labor. Routledge, 2017.
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Benesch, Sarah. Emotions and English Language Teaching: Exploring Teachers' Emotion Labor. Taylor & Francis Group, 2017.
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Benesch, Sarah. Emotions and English Language Teaching: Exploring Teachers' Emotion Labor. Taylor & Francis Group, 2017.
Find full textBook chapters on the topic "Language teacher emotions"
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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.
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De 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.
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King, 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.
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Gabryś-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.
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Lemarchand-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.
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Barcelos, 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.
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Nguyen, 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.
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Tomlinson, 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.
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Madalińska-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.
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Nguyen, 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"
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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.
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Cypret, 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.
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Myers, 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.
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"During a Canada-wide consultation session of teacher trainers for future teachers of French, Canada’s official second language (L2), given the problematic situation of unprepared candidates with questionable mastery of the language, some instructors even retreated to a position stating that these students need to be encouraged although they are struggling with French. What this implies is placing role models in classes with inaccurate French, repeating the same situation if not making it even worse as indeed early French immersion is still the chosen protocol by Canadian non-French speaking parents. Young children absorb language like sponges repeating their teacher and if their French is inaccurate, learning the mistakes. What is however of more crucial importance is not to replicate language programs delivery from which learners emerge without sufficient mastery to make themselves understood because of inaccurately learnt language forms. Therefore, we have to uncover remedies to properly guide all learners, through strategies and techniques for their individual management of the language they are trying to acquire-learn. We want to ensure an economy of time in teaching programs with efficient contact times. Revisiting language programme approaches to uncover what was advocated for error correction, we looked at actional attention (Ellis, 1992), work on noticing (Fotos, 1993), markedness (Larsen-Freeman, 2018), interference (Abdullah & Jackson, 1998) interlanguage theory (Selinker, 1972), the monitor model (Krashen, 1982) and recent types of approaches, namely notional functional, communicative, and action-oriented. As well, we gleaned insights from a review of the literature on strategies and techniques including Raab, (1982) on spectator hypothesis with feedback to the whole class; through peer correction by Cheveneth, Chun and Luppesku (1983); with other innovative techniques suggested by Edge (1983); techniques advocated by Vigil and Oller (1976) for oral correction; and correction across modalities (Rixon, 1993). We will report on a qualitative study (Creswell & Poth, 2018) based on an analysis of instructor’s notes regarding the observed effect on some of the strategies that were tried and across different student groups. In this study, notes on how the instructor devised ways of drawing attention and using metacognition to obtain the best results are examined. In addition, ways involving the affective domain, through emotions and also using innovative ways through disruptions etc. were tried to see if they provided a further impact. Students reported that they appreciated the corrective feedback the way it was dispensed. However results show a variety of concerns, namely the problem with deeply fossilized errors, some students’ being over confident about their language ability, and either a deep concern for making errors that is paralyzing or a belief that over time correction will take place in interlanguage development without making any effort. Due to page limitations, in this paper we will essentially present overarching aspects."
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Shapir, 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.
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The heart of this study is an analysis of teacher–child dialogue in a classroom environment. An authentic dialogue enables children to express their real thoughts and ideas, to present insights, to ask questions, to make comments and to argue about different interpretations. In an effort to help our future teachers improve the quality of their verbal and nonverbal interactions with children as well as emotional and social support, we created a “community of learners”. Mentors and eight students - teachers (Israeli Jews and Arabs) participated in a reciprocal process of learning through experimentation while building new knowledge. Their interactions were examined how the teachers’ verbal and nonverbal responsiveness helped them to open or close conversational spaces for children while enabling them to listen to their voices. The research methodology was a discourse analysis i.e. analyzing the use of language while carrying out an act of communication in a given context. It presents a qualitative analysis of 20 transcripts of students - teacher's conversations with Israeli Jewish and Arab children from ages 4 – 6 years old. The analysis revealed that as teachers provided open conversational spaces with children, authentic dialogue emerged. Both voices were expressed and the child’s world was heard. The significance of thisstudy isto demonstrate the importance that authentic dialogue between teachers and young children has on the learning process as well as teacher’s acknowledgment on how children think and feel. This offers an opportunity for them to learn with and from the children.
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Georgiev, 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.
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ABSTRACT The Bulgarian educational system is multicultural – in terms of ethnicity, religion, and mother language. The common ethnic groups in the country are Roma, who are the most heterogeneous minority community, Bulgarian Turks, Pomaks, Jews, Vlachs, Armenians, and others. Roma students often have learning difficulties with various etiologies. In these populations, some students do not speak or have a poor command of the Bulgarian language, both in writing and sometimes in spoken language. However, these children and young people need to be educated. Roma students and their parents need active communication and cooperation in this regard. The report presents the results of a study of the emotions and feelings experienced by teachers when working with Roma students and non-Roma students, as well as the emotions and feelings experienced by teachers in communication with the parents of these two groups of students. The research methodology contains eleven concepts characterizing different emotions and feelings and a five-point Likert-type scale measuring their degree of expression. The study was conducted on a sample of 193 teachers. The research results show that teachers often experience stress, fatigue, helplessness, and nervousness when working with Roma students. Joy, serenity, and enthusiasm are too low. When communicating with the parents of Roma students, the emotions experienced are identical. The work of the same teachers with non-Roma students is accompanied by positive emotions and experiences – joy, enthusiasm, vigilance, and calm. Negative emotions and experiences are of low expression. Teachers feel the same emotions and experiences, but in a different order, during their communication with parents of non-Roma students.
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FENG, 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.
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The traditional college English intensive reading class is mostly taught by teachers, students are passive learners, and the learning atmosphere is serious and the study is inefficient, which cannot meet the high requirements of modern society for the practical knowledge and ability of contemporary college students. The traditional class education mode should now been changed. In English intensive reading class, students show negative participation or even non-participation, so the teacher has become the master of English class teaching. The communication between students and teachers in speech, behavior and emotion is not ideal, therefore, on the basis of the inability to interact, teaching becomes more boring, students are more reluctant to participate in it. To solve this problem, the author tries to analyze the internal factors that influence students’ effective participation in intensive reading class, and external factors affecting students’ effectiveness. The effective participation strategies are put forward.
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Torres, 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.
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Nursing is a relational profession and communication is the basic instrument in its practice. The Nursing Relational Laboratory aims to collaborate in the development of communication skills of students of the Nursing, using Portuguese sign language, dramatization and emotional facial expression. 73 students participated (Experimental group; EG; n=38; Control group; CG; n=35). General self-efficacy scale(GSES), the Patient Health Questionnaire-9 Depression Module(PHQ-9), assertiveness questionnaire(ASS), Emotional Thermometer(ET), Inventory of Barrett-Lennard interpersonal relations(OS-M-40), and autoscopies, are used. The main results were as follows: a) better outcomes of EG on final autoscopy; b) significant reduction of the levels of assertiveness and revolt from the beginning to the end in EG; c) lower levels of emotional distress and need for help of EG, compared with CG at the beginning; d) lower levels of emotional distress, anxiety, need for help, empathy and congruence, and higher levels of revolt and unconditionality in EG, at the end; e) teachers recognize the high potential of the LRE. The LRE allowed the development of communicational skills of GE students through sign language, drama and emotion analysis. It is incentivized the development of projects in the area and reinforces the importance of this skills training in health professionals.
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Méndez 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.
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Delplancq, 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 textAbstract:
The use of storytelling and digital art as tools to understand a migrant family’s life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, both in terms of language learning dimensions but also related with the multiple cognitive connections and representations, as well as to the awareness of language diversity. The JASM (Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superior) project involves a group of students of the 1st cycle in Media Studies, from the School of Education of Viseu, who will work using photography, digital art and cultural communication, collecting information pertaining to diversified cultural and linguistic contexts of the city of Viseu (Beira Alta, Portugal), both in French and English, centered on a tradition or ritual of a migrant family. Based on an interview, students write the story (in French and English) of the life of migrants and use photography to highlight the most relevant aspect of the migrant’s family life. Using as a starting point an object associated with religion, tradition or a ritual, students create an animated film, in both languages. This approach will allow the exploration of culture and digital scenography, integrating in an innovative interdisciplinary pathway, digital art, multilingual skills and multicultural awareness. Students’ learning progress and teacher roles are assessed during this process, using tests from the beginning to the end of the project.
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Guslyakova, 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"
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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.
Full textAbstract:
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice is comprised of over 350 annotations from both recent and seminal literature (released between 1984–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university and district partnerships, digital learning for ELs, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.