Emotions in Second Language Teaching - Theory, Research and Teacher Education

Foreword

Acknowledgements

Contents

Editor and Contributors

1 Introduction and Overview

1 Rationality and Emotionality

2 Emotions in Education

3 Emotions in Applied Linguistics and TESOL

4 Emotions in Second Language Teacher Education

5 The Structure and Contents of the Book

6 The Book’s Audience

7 Conclusion

References

Emotions in the Applied Linguistics and TESOL Research Agenda: Challenges and Research Methodology

2 The Emotional Turn in Applied Linguistics and TESOL: Significance, Challenges and Prospects

Abstract

1 Introduction

2 The Emergence of Research into Affect and Emotion

3 Anxiety in Language Learning

4 The Influence of Positive Emotions

5 The Role of the Language Teacher and the Classroom Environment

6 Emotion and Multilingualism

7 Significance and Diversity of Enquiry into Emotion

7.1 A Longitudinal Study of Affective Responses to Learning Portuguese (Garrett and Young 2009)

7.2 Emotions in Collaborative Learning Within an EFL Classroom (Imai 2010)

7.3 The Interplay of Beliefs and Emotions in Foreign Language Learning (Aragão 2011)

7.4 Rapidly Changing Affect and Willingness to Communicate (MacIntyre and Legatto 2011)

7.5 Emotional Dissonance in the Experience of a Language Teacher Educator (Golombek 2015)

8 Conclusions: Future Prospects

References

3 A Methodological Review of L2 Teacher Emotion Research: Advances, Challenges and Future Directions

Abstract

1 Introduction

2 Research on Second Language Teachers’ Emotion

3 Research on Teacher Emotion in General Education

4 Conclusion

References

Perspectives on Second Language Teachers’ Emotions

4 Language Teachers’ Emotions: Emerging from the Shadows

Abstract

1 Emotion from Varied Theoretical Perspectives

1.1 Dimension A: Biopsychology—The Nature, Role, and Biology of Emotions

1.2 Dimension B: Ecology—Emotions in Light of Context and Complexity

1.3 Dimension C: Educational Psychology—Classroom Climate

1.4 Dimension D: Positive Psychology—Biasing for the Best

1.4.1 “Negative” and “Positive” Emotions: Not So Simple

1.4.2 Emotional Intelligence: Useful and Teachable

1.4.3 Empathy: Not a Single Emotion

1.5 Dimension E: Universalist Humanism—Emotions as Part of a Grand System

1.6 Summary of This Section

2 One Teacher’s Emotions: A Narrative Study

2.1 Purpose

2.2 Methodology

2.2.1 Participants and Setting

2.2.2 Instructions

2.2.3 Analysis Procedures

2.3 Lila’s Story and Our Interpretation

2.3.1 Painful Emotions: Initial Antipathy Toward Most Things Chinese

2.3.2 Relationships and Attitudes: “Human Rights Defender” and Attitude Shift

2.3.3 Lila’s Life at UNAM: Growing into Emotional Strength

2.3.4 Lila’s Emotions at UNAM, Part 1: Frequent Happiness and Satisfaction

2.3.5 Lila’s Emotions at UNAM, Part 2: Enthusiasm, Passion, Discovery-Based Delight, and Joy in Humor

2.3.6 Lila’s Emotions at UNAM, Part 3: Courage, Joy, and Love

2.3.7 Lila’s Emotions upon Reading UNAM Students’ Comments: Happiness, Satisfaction, Love, Joy, and Gratitude

2.3.8 Lila’s Understanding: Teaching and Learning Are Loving Acts

2.4 A Few More Comments About Lila’s Emotions

2.5 Conclusions

References

5 Sociological Understandings of Teachers’ Emotions in Second Language Classrooms in the Context of Education/Curricular Reforms: Directions for Future Research

Abstract

1 Introduction

2 Sociological Perspective of Emotions

3 Teachers’ Agency and Emotions

4 Structure of Education System and Teachers’ Emotions

4.1 Rules of Education System in Education/Curricular Reforms

4.2 Resources of Education System in the Context of Education/Curricular Reforms

5 Further Research

6 Implications to Second Language Teacher Education

References

6 L2 Teachers’ Emotions: A Sociopolitical and Ideological Perspective

Abstract

1 Introduction

2 Theorizing Teacher Emotions: A Sociopolitical and Ideological Perspective

3 Methods

3.1 Focal Participants and Study Contexts

3.2 Data Collection and Analysis

3.3 Analysis and Findings

3.3.1 Emotional Burnout

3.3.2 Emotion and Limited Teacher Agency

3.3.3 Teacher Anxiety Over Using English to Teach Math

4 Discussion and Conclusion

References

Personal Factors Associated with Second Language Teachers’ Emotions

7 Teachers’ Emotions and Beliefs in Second Language Teaching: Implications for Teacher Education

Abstract

1 Introduction

2 Towards an Understanding of Beliefs and Emotions as Intrinsically Related

2.1 The Relationship Between Beliefs and Emotions

2.1.1 Teacher Beliefs

2.1.2 Teacher Emotions

2.1.3 Beliefs and Emotions as Interrelated

2.2 Beliefs and Emotions in Teacher Development

3 Conclusions

References

8 Do ESL/EFL Teachers’ Emotional Intelligence, Teaching Experience, Proficiency and Gender Affect Their Classroom Practice?

Abstract

1 Introduction

2 Literature Review

3 Research Questions

4 Method

4.1 Instruments

4.2 Participants

4.3 Dependent Variables

4.4 Results

4.5 Discussion

5 Conclusion

References

Emotions in the Context of Second Language Teaching

9 The Role of Emotions in Reflective Teaching in Second Language Classrooms: Felt Sense, Emotionality, and Practical Knowledge Acquisition

Abstract

1 Introduction

2 Teacher Beliefs as Teacher Knowledge: Social Constructivist Perspective

3 Reflection and Pre-service Teachers

4 Tacit Practical Knowledge and Thinking at the Edge (TAE)

5 Research Methodology

5.1 Research Context and Participant

5.2 Data Collection Procedures

5.3 Data Analysis Procedure

5.4 TAE-Based Reflection Activities

6 Research Findings and Discussion

6.1 Motivation to Become an English Teacher

6.2 Negative Affective Factors and Professional Identity

6.3 Awareness of a Significant Other and Overcoming the Negative Influence

7 Conclusion

References

10 Emotional Dilemmas Faced by Teachers in ELT Materials Selection and Adaptation: Implications for Teacher Education

Abstract

1 Introduction

2 Selecting Materials

2.1 Selecting from Coursebooks

2.2 Selecting Texts

3 Adapting Materials

3.1 Deciding What to Adapt

3.2 Deciding How to Adapt

4 Preparing Teachers to Make and Implement Decisions

4.1 Peer Teaching

4.2 Problem Solving

4.3 Simulations

4.4 Case Studies

4.5 Teaching Practice

4.6 Recommendations

5 Conclusions

References

11 The Emotions Involved in the Integration of ICT into L2 Teaching: Emotional Challenges Faced by L2 Teachers and Implications for Teacher Education

Abstract

1 Introduction

2 Literature Review

3 Issues Addressed

4 Methodology

4.1 Results

4.2 Discussion and Conclusion

4.3 Implications for Teacher Training

Appendix

References

12 Assessment as an Emotional Practice: Emotional Challenges Faced by L2 Teachers Within Assessment

Abstract

1 Introduction

2 Emotional Challenges for Teachers in Assessment

3 L2 Teacher Experiences

4 Case Studies of L2 Teacher Emotions Around Assessment

4.1 Egypt: Teachers’ Emotional Responses to Written Feedback in a University Context

4.1.1 Demand

4.1.2 Frustration

4.1.3 Exhaustion

4.1.4 Satisfaction

4.1.5 Summary

4.2 Cyprus: The Affective Dimension in a High-Stakes Assessment Context

4.2.1 Summary

4.3 Spain. ELE-Teachers’ Emotional Memories of Assessment Experiences

4.3.1 Summary

5 Conclusion

References

13 Emotional Challenges Faced by L2 Teachers When Teaching and Assessing Students with Learning Disabilities and Difficulties

Abstract

1 Introduction

2 The Context of L2 teachers

2.1 Curriculum and Assessment

2.2 Referral of Students for a Possible Disability

2.3 A Case Study Example

2.4 Insights into the Nuances L2 Teachers Can Face in Considering a Referral of a Second Language Learner

2.5 What Factors Impact L2 Learners’ Academic Progress and Linguistic Development?

3 A Proposed Solution: Response to Intervention

3.1 Parental Rights and Due Process

4 Issues and Concerns in Referral of ELLs

4.1 How to Avoid Inappropriate Referrals of L2 Learners

5 Conclusion

References

14 ESL Teachers’ Emotional Experiences, Responses and Challenges in Professional Relationships with the School Community: Implications for Teacher Education

Abstract

1 Introduction

2 ESL Teachers’ Emotional Experiences in Interaction with the School Community

2.1 Interaction with Colleagues

2.2 Interaction with ESL Learners

2.3 Interaction with Management

3 ESL Teachers’ Responses to Emotional Experiences and Challenges in Their Interaction with the School Community

4 Conclusions, Implications for ESL Teacher Education and Future Research

References

15 L2 Teachers’ Professional Burnout and Emotional Stress: Facing Frustration and Demotivation Toward One’s Profession in a Japanese EFL Context

Abstract

1 Introduction

1.1 Teachers’ Working Conditions in Japan

1.2 English Education Reforms

1.3 English Education in Elementary Schools

2 Research Methodology

2.1 Participants

2.2 Data Collection

2.3 Data Analysis

3 Research Findings and Discussion

3.1 Teacher Emotions and Policy Enforcement Systems

3.2 Criticizing Assistant Language Teachers

3.3 Criticizing Other Japanese Teachers

3.4 Hesitating to Take Responsibility and Provide Instruction in English

4 Conclusion

References

16 Beyond CLIL: Fostering Student and Teacher Engagement for Personal Growth and Deeper Learning

Abstract

1 Introduction: Pluriliteracies—Ecologies for Deeper Learning

2 A Revised Framework for Pluriliteracies Teaching for Learning

2.1 Generating and Sustaining Commitment and Achievement

2.2 Mentoring Learning and Personal Growth

3 Conclusions

References

Emotions in Second Language Teacher Discourse

17 Emotionality in L2 Teacher Discourse: Implications for Teacher Education and Future Research Directions

Abstract

1 Introduction

2 Teacher Talk as Classroom Discourse

2.1 Classroom Discourse and FL Classroom Interaction

2.2 Teacher Talk and Its Functions

2.3 Characteristics of L2 Teacher Talk

3 Teacher Talk as an Example of Affective Discourse

3.1 Verbal Affectivity in Teacher Talk

3.1.1 Language Choice as a Demonstration of Teacher Emotionality

3.1.2 Different Instances of Verbal Affectivity in Teacher Talk

3.2 Non-verbal Discourse Affectivity

3.2.1 The Impact of Non-verbal Affective Signals

3.2.2 Affectivity of Teacher Voice

3.2.3 The Affectivity of Teacher Gestures

Eye Contact or Gaze Behaviour of a Teacher

Facial Expression

Proximity as Teacher Non-verbal Immediacy

4 Emotionality of Teacher Discourse in Training Programmes

4.1 Emotion Management and Emotion Labour

4.2 Teacher Talk Management and Its Affective Dimension: Ideas for Teacher Training

5 Conclusions and Way Forward

References

18 Silence in the Foreign Language Classroom: The Emotional Challenges for L2 Teachers

Abstract

1 Literature Review of L2 Silence

2 Silence and Emotion

3 Silence of Embarrassment, Fear, and Anxiety

3.1 Silence of Annoyance, Anger, and Resistance

3.2 Silence of Disengagement

4 Student and Teacher Emotions

5 The Emotional Labour of Teaching

5.1 Mediation for Teachers to Mitigate Affective Silence

6 Conclusion

References

19 Native and Non-native Teachers’ Self-perceived Language Competence and Their Feelings About Collaborative Experiences and Relationships

Abstract

1 Introduction

2 Models of Collaboration

3 The Study

3.1 Research Questions

4 Implications for Teacher Education

5 Conclusion

References

Emotionality in Second Language Teacher Education

20 Emotions in Learning to Teach EFL in the Practicum Setting: Facing the Emotional Dilemmas and Challenges Associated with Professional Practice

Abstract

1 Literature Review

2 Research Aims

3 Method

3.1 Research Context and Participants

3.2 Data Collection Instrument and Procedure

3.3 Results and Discussion

4 Conclusions and Future Research Directions

References

21 EFL Teachers’ Emotions: The Driving Force of Sustainable Professional Development

Abstract

1 Introduction

2 Theoretical Background

2.1 Definition of ?motions

2.2 Teachers’ Emotions: A Brief Overview of Research

2.3 Teacher Development and Emotions

3 Research Design

3.1 Aim and Context of Research

3.2 Participants and Context

3.3 Research Instruments

4 Presentation and Discussion of Findings

5 Conclusion and Further Research

References

22 Developing Emotional Competence for L2 Teaching in Second Language Teacher Education: Opportunities and Challenges for Teacher Education in Poland and Turkey

Abstract

1 Introduction

2 Teacher Education—Towards Continuum and Quality

3 Teachers, Teaching and Emotions

4 Teachers’ Emotional Competence

5 Prospective Second Language Teachers’ Emotional Competence

5.1 Emotional Competence: Sub-scale Scores Means

5.2 Gender and Emotional Competence

5.3 Age and Emotional Competence

5.4 Academic Achievements and Emotional Competence

6 Conclusions

References

23 Teachers’ Emotions and Professional Identity Development: Implications for Second Language Teacher Education

Abstract

1 Introduction

2 Theoretical and Conceptual Framework

3 State of the Art

4 Methodological Framework

5 Analysis of the Results (Questionnaire N = 488 Answers, Logbook N = 40,176 Words)

6 Practical Ideas for Teacher Training

6.1 Reflective Practice

6.1.1 Framework on Reflective Practices

6.1.2 Description of a Session of “Instruction to Your Double”

6.2 Forum Theatre

6.2.1 Framework of Forum Theatre

6.2.2 Description of a Session of Forum Theatre

6.3 The Body and the Voice of Teachers

6.3.1 Framework of the Body and the Voice of Teachers

6.3.2 Description of a Session of “Body and Voice”

7 Conclusions

References

Afterword