Journal articles: '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.

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Kang, Minghao, Qi Shen, and Yongyan Zheng. "LOTE (Languages Other than English) Teachers’ Emotions and Professional Identity in Response to Educational Reforms: A Social-Psychological Perspective." Sustainability 14, no. 17 (August 30, 2022): 10788. http://dx.doi.org/10.3390/su141710788.

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Teachers’ emotions and professional identities in response to educational reforms play a key role in teacher development and policy implementation. However, little attention has been paid to the shifting emotions of teachers of LOTEs (languages other than English). Taking a social-psychological approach, this study examines the emotional reactions and professional identities of LOTE teachers who were inspired to cater for the ‘Belt and Road’ initiative. Semi-structured interviews and documentary analysis were used to probe the emotions and professional identities of 15 LOTE teachers in a Chinese foreign language university. The analysis identifies four categories of LOTE teachers’ identities: The enthusiastic accommodators, the lonely fighters, the drifting followers, and the passive executors. The findings indicate that current educational policies might lead to tensions among LOTE teachers without sufficient support, and suggest that the voices of LOTE teachers should be accommodated in the process of policy-making along with the affordances of support. The study reveals the necessity of adopting a social-psychological perspective on teacher development in the global multilingual educational context.

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Sari, Dini Rosita. "Rural EFL Teachers’ Emotions and Agency in Online Language Teaching: I Will Survive." Vision: Journal for Language and Foreign Language Learning 10, no. 1 (July 22, 2021): 1–16. http://dx.doi.org/10.21580/vjv10i17727.

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This article explores rural English as a Foreign Language (EFL) teachers’ emotions and agency in online language teaching. Based on Hargreaves’s emotional geography framework, teachers’ emotions and teacher agency are both captured through teachers’ narration about their feelings, salient challenges that they encountered, and their coping strategies. Research data were collected using semi-structured interviews with two English teachers working in rural upper secondary schools in Nunukan, Indonesia. The collected data were analyzed with an inductive approach. The findings portray how rural EFL teachers experience various emotions which are mainly caused by physical and sociocultural distance, how agency helps these teachers with abilities to reflect on their feelings and to take crucial actions, and to what extend the need for immediate professional development programs to develop online teaching skills is.

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Torres-Rocha, Julio César. "High School EFL Teachers’ Identity and Their Emotions Towards Language Requirements." PROFILE Issues in Teachers' Professional Development 19, no. 2 (July 1, 2017): 41–55. http://dx.doi.org/10.15446/profile.v19n2.60220.

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This is a study on high school English as a foreign language Colombian teacher identity. Using an interpretive research approach, I explored the influence of the National Bilingual Programme on the reconstruction of teacher identity. This study focuses on how teachers feel about language requirements associated with a language policy. Three instruments were used to collect the data for this research: a survey to find out teachers’ familiarity with the policy and explore their views on the language policy and language requirements and other aspects of their identity; autobiographical accounts to establish teachers’ trajectories as language learners and as professional English teachers; and semi-structured interviews to delve into their feelings and views on their language policy and requirements for English teachers.

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Goetze, Julia. "Investigating Foreign Language Teacher Anxiety Using SFL’s ATTITUDE and TRANSITIVITY Systems." Journal for the Psychology of Language Learning 2, no. 2 (September 20, 2020): 36–54. http://dx.doi.org/10.52598/jpll/2/2/4.

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This study investigates language teachers’ verbal construals of classroom anxiety and its cognitive precursors by drawing on the TRANSITIVITY and ATTITUDE systems in systemic functional linguistics (Martin & White, 2005) and integrating them with appraisal theory in cognitive psychology (Smith & Lazarus,1993). Three collegiate-level German teachers in a CLIL-like context participated in a two-week classroom observation sequence, which included 8 in-depth, semi-structured interviews that employed stimulated recall methodology by way of recorded classroom observations. Transcribed interview data were examined using both TRANSITIVITY analysis to capture experiential meanings and a multi-step TRANSITIVITY and ATTITUDE analysis to capture both emotional meanings and cognitive appraisals simultaneously. Findings revealed individual patterns of verbal construals of anxiety for each participant. The multi-step analysis uncovered discernible patterns for the verbal construal of cognitive appraisals that are strongly associated with both participants’ feelings of anxiety and their beliefs about the nature of language teaching. Based on these findings, a new system network for the description and approach to the analysis of foreign language (FL) teacher emotions is proposed and implications of the findings for future research into teacher emotions and beliefs, as well as for teacher training, emotional well-being, and foreign language pedagogy research are discussed.

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Pappa, Sotiria, Katija MacInnis Aladin, and Josephine Moate. "Qui suis-je." Apples - Journal of Applied Language Studies 14, no. 1 (January 17, 2020): 65–84. http://dx.doi.org/10.17011/apples/urn.202005293589.

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The scarcity of research on French immersion teachers’ professional identity contrasts with the increasing popularity of French immersion programs in Canada and the concomitant need for French immersion teachers. This study explores the professional identity negotiation of four French immersion teachers in Alberta, Canada, with a focus on discontinuity. Semi-structured interviews conducted face-to-face with the participants were analysed using dialogic narrative analysis. The findings highlight how discontinuity is occasioned by a change in knowledge about the French immersion teaching as a profession, encountering classroom realities, shifting one’s values concerning second language learning and the emotions one experiences in moments of discontinuity. A negative change in emotion may encourage discontinuity in immersion teacher identity and teachers’ understanding of themselves as second language learners. On the other hand, positive emotions underline the harboured passion for French and second language learning and may help re-align French immersion teacher identity to the sense of purpose teachers identified in their professional lives. The study concludes with a discussion of certain considerations arising from the data.

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Wu, Di, Lawrence Jun Zhang, and Lan Wei. "Becoming a translation teacher." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 34, no. 1 (July 22, 2021): 311–38. http://dx.doi.org/10.1075/resla.18040.wu.

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Abstract Teachers who enter the translation teaching profession are generally in lack of training in how to teach translation because such training is barely provided by the current professional or academic oriented translation programmes. Therefore, they have to go through a process of learning to become translation teachers on the job in real teaching settings. However, little has been documented systematically, either qualitatively or quantitatively, on how translation teachers, especially beginning teachers, think of their teaching and themselves as teaching professionals. In this longitudinal case study, we focused on one novice translation teacher and tried to understand how she constructed her translation teacher identity during the first year of her teaching career. We employed emotions as a lens to investigate the process of her teacher identity construction through collecting data from interviews and journals. Findings show that this particular participant’s teacher identity went through a process of constructing, reconstructing and expanding. This process was accompanied by the negotiation between her identity and the various positive and negative emotions that she experienced in the complex sociocultural context. Implications for translation teachers, especially novice translation teachers, are discussed.

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Gkonou, Christina, and Elizabeth R. Miller. "Caring and emotional labour: Language teachers’ engagement with anxious learners in private language school classrooms." Language Teaching Research 23, no. 3 (September 13, 2017): 372–87. http://dx.doi.org/10.1177/1362168817728739.

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This study examines how a group of eight teachers of English as a foreign language (EFL) in Greece discuss their efforts to address their students’ language anxiety (LA). We found that in most cases, these teachers’ efforts are motivated by an ethic of care (Noddings, 1988, 2005, 2013) in which they seek to construct positive relationships with students in order to help mitigate their students’ LA. Though desirable, such efforts often result in ‘emotional labour’ as teachers suppress their own negative emotions while attending to those of their students. Adopting a dialogical perspective to teacher engagement with anxious learners, we analyse the affective or emotional labour that language teachers often undertake in responding to their students’ displays of LA. Drawing on positioning theory, we explore these concepts through analysing these language teachers’ interview accounts, produced in response to questions related to their students’ LA.

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Stutelberg, Erin B. "Teaching as invasion: emotions, boundaries and entanglements." English Teaching: Practice & Critique 19, no. 4 (July 4, 2020): 479–91. http://dx.doi.org/10.1108/etpc-11-2019-0144.

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Purpose This paper aims to engage nine women English teachers in exploring their personal memories centered around the perception of their raced, classed and gendered teacher bodies, and led them to conceptualize teaching as invasion. Design/methodology/approach The process of collective memory work (CMW), a qualitative feminist research method, was used to structure collaborative sessions for the nine women English teachers. In these sessions, the group took up the CMW process as the memories were written, read, analyzed and theorized together. Findings The analyses of two memories from our group's work builds understanding of how the use of new materialism and a conceptualization of emotions as social, collective and agentic, can expand the understanding of the teacher bodies and disrupt normalizing narratives of teaching and learning. The post-humanist concept of intra-action leads one to better understand the boundaries in the teacher – student relationships that is built/invaded, and to see the ways materials, humans, emotions and discourses are entangled in the teaching encounters. Originality/value This study demonstrates how sustained and collective research methodologies like CMW can open space for teachers to more fully explore their identities, encounters and relationships. Further, unpacking everyday classroom moments (through the framework of literacy-as-event) can yield deep and critical understanding of how bodies, emotions and non-human objects all become entangled when teaching becomes an act of invasion.

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Huynh, Hoang Huy, and Megan Adams. "Vietnamese teacher educators’ perceptions of silence during online English as a Foreign Language classes." Journal of Silence Studies in Education 1, no. 2 (July 10, 2022): 57–69. http://dx.doi.org/10.31763/jsse.v1i2.10.

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Teacher educators in university English as foreign language (EFL) classrooms often emphasise verbal communication alongside teacher-student relationships, students’ emotions, and the classroom climate. These factors all contribute to either encourage or discourage students’ willingness to communicate verbally (Butler, 2011). Yet, an area with limited research is understanding the teachers' perspectives of students' silence during online learning throughout the COVID-19 pandemic. Utilising Redmond et al.’s (2018) conceptual model of cognitive, behavioural, and emotional engagement in online learning, we examine how three undergraduate EFL teacher educators in Vietnam interpret students’ silence while teaching EFL through online Zoom classes. Drawing on three in-depth semi-structured interviews (n=3 hours), findings indicated that silence was experienced by the teacher educators in different ways; as a thinking/learning opportunity, an indication of teachers' uncertainty, and as conscious disengagement.

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Werbińska, Dorota. "Professional identity of a French language teacher in Poland: constancy vs. change, sameness vs. difference, agency." Glottodidactica. An International Journal of Applied Linguistics 49, no. 1 (June 30, 2022): 217–40. http://dx.doi.org/10.14746/gl.2022.49.1.13.

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Studies conducted on teacher identity have mostly focused on preservice language teachers. By contrast, this study looks at the professional identity of a veteran teacher of French as a foreign language in Poland. It describes a two-stage biographic study in which the narratives obtained are subjected to semantic deconstruction with the application of Bamberg’s (2010) model of identity. To this end, the author investigates: 1) what is constant and what changes in the participant’s professional career in terms of the emotions she experiences, 2) what are the similarities and differences between the teachers she refers to and herself, 3) what is the role of agency in the participant’s professional decisions. Through the analysis, the Author seeks to find out with what content Bamberg’s identity pillars may be filled, what teacher emotions and feelings can be inferred from what is said, and what insights can be gained into the identity of a French language teacher in Poland.

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Her, Lee, and Peter I. De Costa. "When language teacher emotions and language policy intersect: A critical perspective." System 105 (April 2022): 102745. http://dx.doi.org/10.1016/j.system.2022.102745.

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Awwad, Anas A. "The Impact of EFL Teachers’ Emotional Intelligence and Teacher-Related Variables on Self-Reported EFL Teaching Practices." World Journal of English Language 12, no. 6 (July 19, 2022): 166. http://dx.doi.org/10.5430/wjel.v12n6p166.

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Teacher emotions form a cornerstone of classroom teaching practices. The study investigated the impact of EFL teachers’ traits emotional intelligence, teaching qualifications, teaching experience, teaching stage, gender and age on their self-reported classroom teaching practices. An online survey was administered to 115 EFL teachers. The findings confirmed a significant positive correlation between emotional intelligence and classroom teaching practices. Teaching experience was found to influence classroom management and pedagogical skills, but not teacher creativity and teacher predictability, which was in favour of the most experienced teachers. Teaching qualifications affected creativity, classroom management and pedagogical skills which was in favour of PhD holders. No effects were detected for teaching stage, age or gender on EFL teachers’ classroom teaching practices. The findings are discussed in line with the previous relevant research and the related theories.

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Zhang, Sofi. "Literacy Study of Tcfl Teacher Competencies." Humaniora 3, no. 1 (April 30, 2012): 326. http://dx.doi.org/10.21512/humaniora.v3i1.3321.

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TCFL teachers’ competencies are a new and popular field of research in the Chinese language. These competencies will relate to the knowledge and skills that TCFL teachers should have, such as the knowledge in linguistics and Chinese linguistics, theory of the second language, learning strategies and teaching methodologies. Beside that, teacher should have a good awareness, psychological and emotional control. This article summarizes the results of literacy study of TCFL teachers’ competencies. At first, these seem difficult to achieve, but by consistently accumulating teachers' knowledge and skills, its can help to give new TCFL teachers a clearer understanding of their role in education and help them make preparations. Accumulating knowledge and skills, controlling the role of psychology and emotions are very important that TCFL teachers must have as their lifestyle.

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De Costa, Peter I., Hima Rawal, and Wendy Li. "Broadening the Second Language Teacher Education Agenda: International Perspectives on Teacher Emotions." Chinese Journal of Applied Linguistics 41, no. 4 (November 27, 2018): 401–9. http://dx.doi.org/10.1515/cjal-2018-0030.

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Neupane, Bharat Prasad, Laxman Gnawali, and Hem Raj Kafle. "NARRATIVES AND IDENTITIES: A CRITICAL REVIEW OF EMPIRICAL STUDIES FROM 2004 TO 2022." TEFLIN Journal - A publication on the teaching and learning of English 33, no. 2 (November 20, 2022): 330. http://dx.doi.org/10.15639/teflinjournal.v33i2/330-348.

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Amidst the recent surge in English language teacher identity research, this article systematically reviews existing research studies (n=30) conducted on English language teacher identity across English as a foreign language (EFL), English as a second language (ESL), and native English-speaking contexts that employed narrative inquiry as its methodology. Employing Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework, the systematic review identifies major themes on teacher professional identity classifying articles on three broad stages of professional development from student teachers’ identity negotiation to novice teachers’ identity development and experienced teachers’ and teacher educators’ identity construction. It reveals that English language teachers’ identity is influenced by their practice in learning communities in varying contexts, macro factors like gender, race, ideology and discourse, critical incidents and agency, conflicting emotions, teacher education programs, and imagined identity and investing. In addition, the article offers a critical assessment of narrative inquiry in language teacher identity and gives suggestions for future research. Finally, it proposes a preliminary framework on the trajectory of identity construction and its implications for English language curriculum and teacher development.

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Song, Juyoung. "Emotions and Language Teacher Identity: Conflicts, Vulnerability, and Transformation." TESOL Quarterly 50, no. 3 (September 2016): 631–54. http://dx.doi.org/10.1002/tesq.312.

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Rieschild, Verna. "Using affect to effect in Lebanese-Arabic and Australian-English pre-school interactions." Australian Review of Applied Linguistics 22, no. 1 (January 1, 1999): 97–120. http://dx.doi.org/10.1075/aral.22.1.05rie.

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Abstract The cross-linguistic research reported in this paper was designed to investigate language-specific and universal aspects of emotion display in teacher interactions with pre-school children. It assumes that communicative strategies are underpinned by beliefs about the appropriate and strategic use of emotion, and the different values given to emotion expression. Using data from Australian-English interactions and Australian Lebanese-Arabic interactions, the study uses semantic and conversation analysis to compare and contrast the coincidence of emotion expression and interactive intention. It explains the language-specific preferences for expres-sion of certain emotions; and how emotion display contributes to the teacher role. The study found language-specific preferences for expressing negative and positive emotion in feedback and encouragement strategies that reflect language-specific role expectations.

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Lucero, Edgar, and Katherin Roncancio-Castellanos. "The Pedagogical Practicum Journey Towards Becoming an English Language Teacher." Profile: Issues in Teachers´ Professional Development 21, no. 1 (January 1, 2019): 173–85. http://dx.doi.org/10.15446/profile.v21n1.71300.

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This article discusses English language pre-service teachers’ pedagogical practicum experiences. We compiled, from their teacher journals and group talks, the lived teaching experiences of a group of 34 pre-service teachers who were majoring in English language education at a private university in Bogota, Colombia. The analysis of their stories makes us realize that their first practicum experiences are full of feelings and emotions, and that their first teaching practices are based on their mentor teachers’ pieces of advice. These first experiences, in turn, develop the foundation upon which they build themselves as English language teachers.

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Leal, Priscila. "The Development of the Teacher Attitudes to Discrimination in Language Education Scale: A Measurement Tool of Critical Consciousness for Language Teachers." Education Sciences 11, no. 5 (April 24, 2021): 200. http://dx.doi.org/10.3390/educsci11050200.

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The purpose of this study is to develop a measurement instrument to be used as an assessment tool of teachers’ development of conscientização (i.e., critical consciousness), defined as an individual’s ability “to perceive social, political, and economic contradictions and to take action against the oppressive elements of reality”. After examining the different stages and components of conscientização, the author describes the process of generating initial items, determining the instrument’s format and content validity, and revising the instrument. An exploratory factor analysis (EFA) was conducted with a diverse sample of Teachers of English to Speakers of Other Languages (TESOL), resulting in four internally consistent factors: (a) teacher beliefs about schooling and emotions towards inequality, (b) teacher as activists, (c) teacher awareness of local educational context, and (d) content selection and teaching strategies in the classroom. Psychometric properties of the scale are included.

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Dunn, Mandie Bevels. "Teaching literature following loss: teachers’ adherence to emotional rules." English Teaching: Practice & Critique 20, no. 3 (August 12, 2021): 354–67. http://dx.doi.org/10.1108/etpc-11-2020-0147.

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Purpose This study aims to explore how teachers changed literature instruction in English language arts (ELA) classrooms following personal loss, and identifies factors influencing those changes. The author argues teachers regulated their responses to literature according to emotional rules they perceived to be associated with the teaching profession. Understanding teachers’ responses helps educators, teacher educators and educational researchers consider what conditions and supports may be required for teachers and students to share emotions related to loss in authentic ways in ELA classrooms. Design/methodology/approach To examine changes teachers made in literature instruction following personal loss, the author conducted a thematic analysis of 80 questionnaire responses. Findings The author found teachers changed literature instruction related to three areas: teachers’ relationship to students, teachers’ instruction surrounding texts and teachers’ reader responses. Responses highlighted how teachers adhered to emotional rules, including a perception of teachers as authorities and caretakers of children. Teachers considered literature instruction to require maintaining focus on texts, and avoided emotional response unless it aided textual comprehension. Originality/value Scholars have argued for literature instruction inclusive of both loss experiences and also emotional response, with particular focus on students’ loss experiences. This study focuses on teachers’ experiences and responses to literature following loss, highlighting factors that influence, and at times inhibit, teachers’ authentic sharing of experiences and emotions. The author argues teachers require support to bring loss experiences into literature instruction as they navigate emotional response within the relational dynamics of the classroom.

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Leslie, Sharon. "EMOTIONS IN SECOND LANGUAGE TEACHING: THEORY, RESEARCH AND TEACHER EDUCATION." TESOL in Context 29, no. 2 (December 31, 2020): 85–88. http://dx.doi.org/10.21153/tesol2020vol29no2art1436.

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Arnold, Jane. "Emotions in Second Language Teaching. Theory, Research and Teacher Education." ELT Journal 73, no. 3 (May 23, 2019): 359–62. http://dx.doi.org/10.1093/elt/ccz016.

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Fan, Yumei, and Jinfen Xu. "Emotions in second language teaching: theory, research and teacher education." International Journal of Bilingual Education and Bilingualism 23, no. 6 (October 11, 2018): 769–72. http://dx.doi.org/10.1080/13670050.2018.1531511.

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Morris, Sam, and Jim King. "Teacher Frustration and Emotion Regulation in University Language Teaching." Chinese Journal of Applied Linguistics 41, no. 4 (November 27, 2018): 433–52. http://dx.doi.org/10.1515/cjal-2018-0032.

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Abstract Few jobs come without irritations, and foreign language instruction comes with its own particular set of frustrations which, when accumulated, can lead to stress and eventual burnout for teachers. One mechanism for reducing such frustrations is that of emotion regulation, the cognitive and behavioral strategies individuals employ to manage the emotions they experience or display. To date, no known studies have reported specifically on the in-class frustration experienced by language teachers, or on how teachers regulate their feelings of frustration. Herein, the authors discuss the experiences of seven EFL teachers at a university in Japan obtained through a series of semistructured interviews, classroom observations and corresponding stimulated-recall sessions. The authors discuss four salient thematic frustrations: student apathy, classroom silence, misbehavior in the context of relational strain, and working conditions. The results reveal that participants applied contextually-dependent emotion regulation behaviors, the success of which was often contingent on the participants’ levels of confidence and control over the stressors. Thus, participants showed more success in managing pervasive low-level stressors such as apathy and silence, and more support would be welcome to aid them to manage more debilitating stressors such as student misbehavior. The authors offer suggestions for teachers, trainers and institutions on reducing frustration.

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Song, Juyoung, and Mi-Hwa Park. "Emotional scaffolding and teacher identity: two mainstream teachers’ mobilizing emotions of security and excitement for young English learners." International Multilingual Research Journal 15, no. 3 (February 17, 2021): 253–66. http://dx.doi.org/10.1080/19313152.2021.1883793.

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Carneiro, Karoline Zilah Santos, and Samuel de Carvalho Lima. "Emotions in a Brazilian teacher’s experience report on remote English teaching during the COVID-19 pandemic." Revista Brasileira de Linguística Aplicada 22, no. 1 (March 2022): 68–93. http://dx.doi.org/10.1590/1984-6398202218395.

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ABSTRACT Grounded on the dialogical perspective of language and the critical approach to the study of language teacher emotions, this paper aims to discuss the emotions of an English teacher in her remote teaching experience in the context of the COVID-19 pandemic. We present a case study based on the discourse analysis of the teacher’s experience report during her participation in a roundtable discussion about English teaching in pandemic times. The online event took place in the first semester of 2020, during the University Week of a college located in the countryside of Ceará State, Brazil. Considering the concrete context and the broader contexts of discursive production, our analysis of the teacher’s utterance indicates the predominance of emotional distress in power relations, especially, with academic, pedagogical, and legislative discourses. Notwithstanding, she reveals self-confidence in face of the demand for frequently using the computer and WhatsApp in remote language teaching.

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Centeno, Adelina, and Silvana Ponce. "Beliefs about oral corrective feedback in an Argentinean EFL university classroom." Apples - Journal of Applied Language Studies 13, no. 3 (June 25, 2019): 35–58. http://dx.doi.org/10.17011/apples/urn.201907063591.

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Beliefs about oral corrective feedback (OCF) are essential components in the EFL classroom, especially when learning the speaking skill since teachers have to strike a delicate balance between the provision of OCF without negatively affecting students’ emotions. During the last years, many scholars have devoted great attention to the influence of affective factors in the learning of foreign languages. Among these factors, beliefs held by teachers and students have proved to impact significantly on the processes of teaching and learning a foreign language. The aims of this paper are: to describe the beliefs held by an Argentinian EFL teacher about OCF and to describe how her beliefs might shape this teacher’s classroom practices regarding the provision of OCF at a specific context. A qualitative approach was adopted, and data was collected by means of videotaped classroom observations, teacher stimulated recall interviews and a semi-structured teacher interview. The results showed that the teacher’s beliefs and her classroom actions were not always congruent, especially when she was faced with an ambiguous situation. In the end, the beliefs that had stronger connections to emotions were the ones enacted in her classroom practices.

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Chen, Tim, Robert C. Crosbie, Azita Anandkumarb, Charles Melville, N. Nguyen, and J. Chen. "Conceptions of Learning and Teaching and Their Relation to Educational Variables During Teaching Second Language." SPEKTA (Jurnal Pengabdian Kepada Masyarakat : Teknologi dan Aplikasi) 3, no. 1 (June 14, 2022): 1–12. http://dx.doi.org/10.12928/spekta.v3i1.6081.

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Background: People who choose to study a second language like English face an emotional charge that affects directly to the learning process. Regarding the writing production, learners create short compositions about specific topics with instructions based on grammatical structures. Once it is done, learners receive feedback on their work. However, some learners do not want to write any text because the teacher puts more attention to their mistakes rather than their successes. Without taking into account their needs, topics of interest or motivation for carrying out the exercise Contribution: Therefore, it is set to identify the emotions that are generated by the corrections made to our learners’ written work. Method: The research was carried on with university students aged between 18 and 25 years old who are attending classes at the center of university language classroom. This research during the April- August 2016 term. Results: It has been found that the emotions (positive and negative) play an important role or have a great impact that causes aversion towards language learning. Therefore, it is necessary that teachers provide adequate feedback for language learning. Conclusion: Corrections generate aversion towards the learning process. Regarding the feedback students receive from their teachers, it generates emotional charge (positive and negative) which should be followed

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Pappa, Sotiria. "A Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum." Latin American Journal of Content & Language Integrated Learning 14, no. 1 (November 22, 2021): 41–68. http://dx.doi.org/10.5294/laclil.2021.14.1.2.

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The novel exigencies of the 2020 COVID-19 pandemic caused a shift towards online learning environments and teleconference platforms, which have also affected teaching practicums. The impact of this approach on teacher preparation is yet unknown and may render pre-service teachers (PSTs) more vulnerable to the challenges of early professional learning through practice, especially when implementing a methodology they have been insufficiently introduced to. Following three students of primary teacher education who opted for a practicum in a CLIL class at a Finnish teacher training school, this case study examines how the online practicum affected these PSTs’ emotions and understanding of CLIL. The case study is based on the analytical categories of teacher identity and emotion and draws on essay, diary, and interview data. The thematic analysis of the data suggests that the online practicum met participants’ expectations for building confidence and was perceived as an overall instructive experience, which was improved by the quality of mentorship and peer support they received. However, feelings of frustration or dissatisfaction accompanied moments of conflict with incoming expectations, principally related to using English in CLIL. The analysis further suggests that the online practicum strengthened participants’ earlier conception of CLIL as a language-oriented teaching tool. Regardless of whether online CLIL practicums remain a future option, acquiring disciplinary and language knowledge alike are important aspects in teacher preparation for CLIL, which could be an optional part of teacher education programs for PSTs who are aware of or sensitive to language as a tool for learning.

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Amri, Khairul, Nor Mita Ika Saputri, Sukatno Sukatno, and Abubakar Abubakar. "PSIKOEDUKASI MENGOPTIMALKAN KECERDASAN EMOSI DAN SPIRITUAL ANAK SEJAK DINI." Martabe : Jurnal Pengabdian Kepada Masyarakat 1, no. 1 (June 28, 2018): 27. http://dx.doi.org/10.31604/jpm.v1i1.27-30.

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Psychoeducation is a counselling on how to optimize the emotional intelligence and spiritual intelligence of children from an early age. This devotion is done for two months from January to February 2017. This dedication will be useful for teachers to develop children's intelligence optimally. Thus, teachers focus not only on the values of intellectual intelligence but also on other intelligence that will support the success of children later, such as emotional and spiritual intelligence. The results of this psychoeducation activity are: (1) the target of the previously planned trainees is at least 50 people, and the attendance is 100 people. Thus the target of the trainees can be said successful; (2) the teacher canrecognize and develop the child's emotional and spiritual intelligence through his body language; (3) the material delivered also has reached the target. The material presented includes: (a) recognizing the emotions of the child, (b) releasing negative emotions, (c) managing oneself emotions, (d) motivating oneself, (e) recognizing the emotions of others, (f) motivating others, (g) fostering relationships, (h) recognize the personality and emotions of the child, (i) adopt a parenting pattern appropriate to the child's development and personality, (j) communicate well with the child, (k) discuss all issues together, (l) tell grand stories, (m) involve the child in religious rituals.Keywords: Psychoeducation, emotional intelligence, spiritual intelligence

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Aragão, Rodrigo Camargo. "A Systemic View on Emotion and eflection in Language Teacher Education Research." Revista Brasileira de Linguística Aplicada 22, no. 1 (March 2022): 270–99. http://dx.doi.org/10.1590/1984-6398202218469.

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ABSTRACT This article aims at looking into the inter-relationship among emotions and language in reflective processes fostered by qualitative research in language teacher education. My goal is to advance our understanding of this phenomenon with an assemblage of conceptual tools such as languaging, emotioning, conversation, reflection and orthogonal interactions. Based on Maturana and Davilla’s (2009) Matrix of Human Existence, I put together a conceptual model that may help researchers further understand and foster structured reflective spaces about emotions in language education. I discuss some challenges of our post-modern bio-cultural age and offer the practice of liberating conversation as a means to move forward. I then discuss some studies from the literature of emotions in language teacher education in light of the conceptual framework presented based on Maturana (2001, 2004) and Maturana and Davila (2009). Finally, I draw some implications and highlight the importance of this theme for the present moment.

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Jeongyeon, Kim, and Smith Hye Young. "Negotiation of emotions in emerging language teacher identity of graduate instructors." System 95 (December 2020): 102365. http://dx.doi.org/10.1016/j.system.2020.102365.

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Dewaele, Jean-Marc, John Witney, Kazuya Saito, and Livia Dewaele. "Foreign language enjoyment and anxiety: The effect of teacher and learner variables." Language Teaching Research 22, no. 6 (February 17, 2017): 676–97. http://dx.doi.org/10.1177/1362168817692161.

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Positive psychology has boosted interest in the positive as well as the negative emotions that Foreign Language learners experience. The present study examines whether – and to what extent – foreign language enjoyment (FLE) and foreign language (FL) classroom anxiety (FLCA) are linked to a range of learner internal variables and teacher/classroom-specific variables within one specific educational context. Participants were 189 British high school students learning various FLs. Higher levels of FLE were linked to higher scores on attitudes towards the FL, the FL teacher, FL use in class, proportion of time spent on speaking, relative standing and stage of development. Lower levels FLCA were linked to higher scores on attitudes towards the FL, relative standing and stage of development. FLCA thus seems less related to teacher and teacher practices than FLE. The pedagogical implication is that teachers should strive to boost FLE rather than worry too much about students’ FLCA.

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Ramos, Fabiano Silvestre. "Emotions, Perezhivanie, and Transformation in an English Teacher Education Course: A Historical-Cultural Study." Revista Brasileira de Linguística Aplicada 22, no. 1 (March 2022): 241–69. http://dx.doi.org/10.1590/1984-6398202218421.

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ABSTRACT This article aims to discuss how the perezhivania and emotions experienced by an English teacher in initial training can assist in professional development. The data was generated in an extension course in English teaching, with a student-teacher of English in the initial education process. Data collection instruments used were: written narratives, oral interviews, classroom observations, class recording and stimulated recalls. Data analysis followed content analysis procedures (BARDIN, 2011). The results have suggested that different emotions are experienced by the participant in the same class. They take on a positive or negative connotation from the (re) action they generate. When mediated by a more experienced couple, these emotions and experiences can take on a transforming role in the teaching practice of the student-teacher, leading her to better understand and manage her practice in the classroom.

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Villegas-Torres, Perla, and M. Martha Lengeling. "Approaching Teaching as a Complex Emotional Experience: The Teacher Professional Development Stages Revisited." Profile: Issues in Teachers' Professional Development 23, no. 2 (July 19, 2021): 231–42. http://dx.doi.org/10.15446/profile.v23n2.89181.

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Along the evolving teaching journey, teachers experience a series of events that allow them to transition from novice to expert. Throughout the years, such transition has been the object of theories and debates about how this process is carried out, and when it is that teachers move from one stage to the other. This article presents a study of a Mexican teacher of English and examines the professional-developmental stages based on Huberman’s (1993) career cycle model. Its aim is to understand the challenges and decisions a teacher may encounter in her or his career. The article shows the realities a teacher faces by exploring the concepts of emotions, identity, socialization, and agency. Moreover, it questions the belief that teachers achieve expertise through accumulating years of practice.

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Nascimento, Ana Karina de Oliveira, Maria Amália Vargas Façanha, and Marlene de Almeida Augusto de Souza. "Pre-Service Teacher Education in Times of Crisis." Revista Brasileira de Linguística Aplicada 21, no. 2 (April 2021): 497–520. http://dx.doi.org/10.1590/1984-6398202117316.

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ABSTRACT No doubt, this is a time of crisis. The impact of COVID-19 on people’s lives is tremendous. The pandemic affects human beings in different ways, depending on their place in society, but everybody is somehow affected: in finances, emotions, behaviors, to mention a few. The same is true about education. Institutions, teachers and learners are pushed to debates and changes never considered, which raise a number of uncertainties. Motivated by discussions the authors took part in as teacher educators, a documentary research was conducted, focusing on national and local documents published due to the pandemic. Based on the data collected, in this article we aim at discussing their possible implications for teacher education.

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Sarasa, Maria Cristina, and Luis Gabriel Porta. "Narratives of Desire, Love, Imagination, and Fluidity: Becoming an English Teacher in a University Preparation Program." Latin American Journal of Content & Language Integrated Learning 11, no. 1 (September 7, 2018): 141–64. http://dx.doi.org/10.5294/laclil.2018.11.1.7.

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This is a narrative study into the co-construction of teaching identities narrated by twenty-four undergraduate students in the context of an English language teacher education program in Argentina. Teacher identities are defined in the literature as co-authored stories of living and becoming. Our method uses narrative inquiry to study lived experiences as co-narrated phenomena. The narrative analysis of different texts gathered in the teacher education program allowed the co-composition of each participant’s identity story. Results first display thematizations of identity strands in these narratives involving emotions—love, desire, imagination, and fluidity. Next, participants’ negotiation of their processes of becoming through these emotions are retold. The discussion examines results considering state-of-the-art literature. The conclusions summarize the implications of the research for English language teacher initial university education.

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Yakovlev, Andrey A. "Systemic Description of the Student’s Language Consciousness: Teacher’s Image." NSU Vestnik. Series: Linguistics and Intercultural Communication 19, no. 1 (2021): 53–66. http://dx.doi.org/10.25205/1818-7935-2021-19-1-53-66.

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The paper discusses the results of a series of experiments aimed at studying how the teacher image changes in the student’s mind with time. The hypothesis of the study was as follows: during the years of study at the university the image of the teacher undergoes significant changes not only due to the student teacher interaction, but also due to the personal evaluation of this activity. This hypothesis was tested by a series of experiments conducted by the methods of free associations and unfinished sentences, the results of which complement each other. The hypothesis was confirmed: a change in the teacher image in the student’s linguistic consciousness is due not only to gaining experience of interaction with the teacher, but also, to a large extent, due to his personal emotional experience. The image of the teacher “consists” of specific features, properties, and characteristics rather than of the actions carried out by the teacher. The image of the teacher in the undergraduate’s linguistic consciousness is more specific and individual and less stereotypical than the same image in the linguistic consciousness of the first-year student. Negative evaluation of images increases with the first-year and fourth-year students, but not dramatically, because positive judgments and attitudes, also found in the answers of the undergraduates, receive greater differentiation. In general, both the modality and the emotions become more diverse in the associations and answers of the fourth-year students during their stay at the university, which indicates a certain development in the images of consciousness under study.

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Rivera Maulucci, Maria S. "Intersections between immigration, language, identity, and emotions: a science teacher candidate’s journey." Cultural Studies of Science Education 3, no. 1 (November 7, 2007): 17–42. http://dx.doi.org/10.1007/s11422-007-9074-9.

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Talbot, Kyle, and Sarah Mercer. "Exploring University ESL/EFL Teachers’ Emotional Well-Being and Emotional Regulation in the United States, Japan and Austria." Chinese Journal of Applied Linguistics 41, no. 4 (November 27, 2018): 410–32. http://dx.doi.org/10.1515/cjal-2018-0031.

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Abstract Teacher well-being has been shown to play a central role in the quality of teaching and student achievement (Day & Gu, 2009; Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008). However, the teaching profession is currently in crisis as it faces record rates of burnout and attrition (Borman & Dowling, 2008; Hong, 2010; Lovewell, 2012), including stressors specific to the changing nature of foreign language teaching (Hiver & Dörnyei, 2015; Wieczorek, 2016) and to higher education (Kinman & Wray, 2013). This study seeks to understand how language teachers perceive of and experience their emotional well-being and what strategies they employ to manage it. Through a series of 12 in-depth, semi-structured interviews with ESL/EFL tertiary-level teachers in the United States, Japan and Austria, we explore a range of contexts examining how participants perceive of factors that add to or detract from their emotional well-being, the challenges and joys these teachers face in their professional and personal lives, and the most salient emotional regulation strategies that they employ to manage their emotions.

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Journal articles on the topic 'Language teacher emotions'

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