This book focuses on the emotional complexity of language teaching and how the diverse emotions that teachers experience while teaching are shaped and function. The book is based on the premise that teaching is not just about the transmission of academic knowledge but also about inspiring students, building rapport with them, creating relationships based on empathy and trust, being patient and most importantly controlling one's own emotions and being able to influence students' emotions in a positive way. The book covers a range of emotion-related topics on both positive and negative emotions which are relevant to language teaching including emotional labour, burnout, emotion regulation, resilience, emotional intelligence and wellbeing among others. These topics are studied within a wide range of contexts such as teacher education programmes, tertiary education, CLIL and action research settings, and primary and secondary schools across different countries. The book will appeal to any student, researcher, teacher or policymaker who is interested in research on the psychological aspects of foreign language teaching.
Table of Contents:
Tables, Figures and Images
Acknowledgements
Contributors
Jane Arnold: Foreword
Chapter 1. Christina Gkonou, Jean-Marc Dewaele and Jim King: Introduction to the Emotional Rollercoaster of Language Teaching
Chapter 2. Nicole Hofstadler, Kyle Talbot, Sarah Mercer and Anita Lämmerer: The Thrills and Ills of CLIL
Chapter 3. Kris Acheson and Robert Bruce Nelson: Utilising the Emotional Labour Scale to Analyse the Form and Extent of Emotional Labour among Foreign Language Teachers in the US Public School System
Chapter 4. Sarah Benesch: Theorising Emotions from a Critical Perspective: English Language Teachers’ Emotion Labour When Responding to Student Writing
Chapter 5. Emily Edwards and Anne Burns: ‘Opening Pandora’s Box’: Language Teachers’ Dynamic Emotional Experiences of Conducting Action Research
Chapter 6. Achilleas Kostoulas and Anita Lämmerer: Resilience in Language Teaching: Adaptive and Maladaptive Outcomes in Pre-service Teachers
Chapter 7. Joseph Falout: Past L2 Selves, Emotions and Classroom Group Dynamics: The Don’t Ask, Can’t Tell Policy
Chapter 8. Christina Gkonou and Elizabeth R. Miller: ‘Critical Incidents’ in Language Teachers’ Narratives of Emotional Experience
Chapter 9. Simon Humphries: “Please Teach Me How to Teach”: The Emotional Impact of Educational Change
Chapter 10. Maiko Ikeda, Osamu Takeuchi and Hiroyuki Imai: Investigating Dynamic Changes in Elementary School Teachers’ Anxiety when Teaching English
Chapter 11. Sam Morris and Jim King: Emotion Regulation among University EFL Teachers in Japan: The Dynamic Interplay between Context and Emotional Behaviour
Chapter 12. Peter I. de Costa, Wendy Li and Hima Rawal: Should I Stay or Leave? Exploring L2 Teachers’ Profession from an Emotionally-inflected Framework
Chapter 13. Tammy Gregersen, Peter D. MacIntyre, & Nicole Macmillan: Dealing with the Emotions of Teaching Abroad: Searching for Silver Linings in a Difficult Context
Chapter 14. Rebecca Oxford: The Well of Language Teachers’ Emotional Well-Being
Chapter 15. Jean-Marc Dewaele: What Psychological, Linguistic and Sociobiographical Variables Power EFL/ESL Teachers’ Motivation?
Chapter 16. Jim King, Christina Gkonou and Jean-Marc Dewaele: Concluding Thoughts on the Emotional Rollercoaster of Language Teaching
Index
About the Author :
Christina Gkonou is Senior Lecturer in TESOL, University of Essex, UK. Her research interests include psychology for language learning and teaching, teacher professional identities, language anxiety and teacher education. She is co-editor (with Mark Daubney and Jean-Marc Dewaele) of New Insights into Language Anxiety (Multilingual Matters, 2017).
Jean-Marc Dewaele is Professor in Applied Linguistics and Multilingualism, Birkbeck, University of London¸ UK. He has been working in the field for close to 30 years and has published extensively on multilingualism and emotion. He is General Editor of the Journal of Multilingual and Multicultural Development.
Jim King is based at the University of Leicester, UK where he directs postgraduate courses in Applied Linguistics and TESOL. His research interests centre around psychological aspects of foreign language education, with a particular focus on learner silence. He is co-editor (with Seiko Harumi) of East Asian Perspectives on Silence in English Language Education (Multilingual Matters, 2020).
Review :
This volume provides fascinating insights into the complexity of emotions shaping language teachers’ classroom practice, experiences and working lives. The editors have brought together a rich range of theoretical and empirical perspectives spanning a diversity of professional contexts. The book will be of value to all those concerned with understanding or researching the emotional dimension of language teaching.
This timely anthology explores the foundational role of emotions in the professional lives and everyday practices of language teachers. Drawing on a wide range of theoretical, methodological and classroom-based approaches, the chapters open up new dimensions in our knowledge of the complexity and salience of language teacher emotions within and across multiple contexts.
A timely collection that advances new directions for investigating and reflecting on emotions in language education. Bringing various strands of contemporary emotion research to bear on diverse educational contexts across the globe, it provides essential insights into the affective realities that shape teachers’ professional practices and impact their personal wellbeing.
This much-needed anthology uniquely recognises language teacher emotions and their importance for classroom practices but, most importantly, for teachers’ own personal and professional development [...] After reading this book, the reader learns about the role of emotions and, more importantly, about the benefits of embracing more challenging and unpleasant emotions which can lead to personal growth and development.
This volume is particularly valuable and timely due to a currently unsettled teaching environment. Global changes that have occurred in the year 2020 have stirred a range of emotions and have forced many educators to promptly readjust to an emergency remote teaching context.
Providing fundamental insights into the complexity of teacher emotions, this collection is devoted to exploring the role of these emotions in diverse cultural contexts by combining emotion theory, emotion-related psychological factors, and language teaching practice. It is suitable for anyone interested in learning about and further investigating teacher emotions.
The Emotional Rollercoaster of Language Teaching provides readers with a wide range of perspectives and an accurate picture of the field, revealing the complexity of language teachers’ emotions and uncovering some emotional challenges affecting their well-being, pedagogical practices, and professional lives.
