This edited volume explores the multifaceted nature of teacher emotions, presenting current research from different approaches and perspectives, focused towards the second language classroom. Twenty three chapters by well-known scholars from the applied linguistics, TESOL and educational psychology fields provide the reader with a holistic picture of teacher emotions, making this collection a significant contribution to the field of second language teaching. Given the emotional nature of teaching, the book explores a number of key issues or dimensions of L2 teachers’ emotions that were until now rarely considered. The contributions present the views of a select group of applied linguistic researchers and L2 teacher educators from around the world. This international perspective makes the book essential reading for both L2 teachers and teacher educators.
Acknowledgements.- Foreword, Thomas S. C. Farrell.- Introduction and Overview,
Juan de Dios Martínez Agudo.- Part I Emotions in the Applied Linguistics and TESOL Research Agenda: Challenges and Research Methodology.- The Emotional Turn in Applied Linguistics and TESOL: Significance, Challenges and Prospects, Cynthia White.- A Methodological Review of L2 Teacher Emotion Research: Advances, Challenges and Future Directions, Yueting Xu.- Part II Perspectives on Second Language Teachers’ Emotions.- Language Teachers’ Emotions: Emerging from the Shadows, Lourdes Cuéllar and Rebecca L. Oxford.- Sociological Understandings of Teachers’ Emotions in Second Language Classrooms in the Context of Education/Curricular Reforms: Directions for Future Research, Kwok Kuen Tsang and Lianjiang Jiang.- L2 Teacher Emotions: A Sociopolitical and Ideological Perspective, Peter De Costa, Hima Rawal and Wendy Li.- Part III Personal Factors Associated with Second Language Teachers’ Emotions.- Teachers’ Emotions and Beliefs in Second Language Teaching: Implications for Teacher Education, Ana Maria Ferreira Barcelos and Maria Ruohotie-Lithy.- Do ESL/EFL Teachers’ Emotional Intelligence, Teaching Experience, Proficiency and Gender Affect their Classroom Practice? Jean-Marc Dewaele, Christina Gkonou and Sarah Mercer.- Part IV Emotions in the Context of Second Language Teaching.- The Role of Emotions in Reflective Teaching in Second Language Classrooms, Toshinobu Nagamine, Yutaka Fujieda and Atsushi Iida.- Emotional Dilemmas Faced by Teachers in ELT Materials Selection and Adaptation: Implications for Teacher Education, Brian Tomlinson.-
The Emotions Involved in the Integration of Information and Communication Technology (ICT) into L2 Teaching: Emotional Challenges Faced by L2 Teachers and Implications for Teacher Education, Gabriele Azzaro and Juan de Dios Martínez Agudo.- Assessment as an Emotional Practice: Emotional Challenges Faced by L2 Teachers towards Assessment and Corrective Feedback, Gavin Brown, Atta Gebril, Michalis Michaelides and Ana Remesal.- Emotional Challenges Faced by L2 Teachers When Teaching and Assessing Students with Learning Disabilities and Difficulties, Michael Dunn and Gisela Ernst-Slavit.- ESL Teachers’ Emotional Experiences, Responses and Challenges in Professional Relationships with the School Community: Implications for Teacher Education, Minh Hue Nguyen.- L2 Teachers’ Professional Burnout and Emotional Stress: Facing Frustration and Demotivation Towards Profession in a Japanese EFL Context, Toshinobu Nagamine.- Beyond CLIL: Fostering Student and Teacher Engagement for Personal Growth and Deeper Learning, Oliver Meyer, Do Coyle, Margarete Imhof and Theresa Connolly.- Part V Emotions in Second Language Teacher Discourse.- Emotionality in L2 Teacher Discourse: Implications for Teacher Education and Future Research Directions, Danuta Gabryś-Barker.- Silence in the Foreign Language Classroom: The Emotional Challenges for L2 Teachers, Lesley Smith and Jim King.- Native and Non-Native Teachers’ Self-perceived Language Competence and their Feelings towards Collaborative Experiences and Relationships, Arthur McNeill.- Part VI Emotionality in Second Language Teacher Education.- Emotions in Learning to Teach EFL in the Practicum Setting: Facing the Emotional Challenges Associated with Professional Practice, Juan de Dios Martínez Agudo and Gabriele Azzaro.- EFL Teachers’ Emotions: The Driving Force of Sustainable Professional Development, Evangelia Karagianni and Sophia Papaefthymiou-Lytra.- Developing Emotional Competence for L2 Teaching in Second Language In-Service Teacher Education: Opportunities and Challenges for Teacher Education in Poland and Turkey, Joanna Madalińska-Michalak and Bunyamin Bavli.- Teachers’ Emotions and Professional Identity Development: Implications for Second Language Teacher Education, Marie-Claire Lemarchand-Chauvin and Claire Tardieu.- Afterword, Jack C. Richards.- About the Contributors
Juan de Dios Martínez Agudo is Associate Professor of EFL Teacher Education at the University of Extremadura (Spain). His most recent edited books are Teaching and Learning English through Bilingual Education (Cambridge Scholars Publishing, UK, 2012) and English as a Foreign Language Teacher Education. Current Perspectives and Challenges (Rodopi/Brill, Amsterdam & New York, 2014).
This edited volume explores the multifaceted nature of teacher emotions, presenting current research from different approaches and perspectives, focused towards the second language classroom. Twenty three chapters by well-known scholars from the applied linguistics, TESOL and educational psychology fields provide the reader with a holistic picture of teacher emotions, making this collection a significant contribution to the field of second language teaching. Given the emotional nature of teaching, the book explores a number of key issues or dimensions of L2 teachers’ emotions that were until now rarely considered. The contributions present the views of a select group of applied linguistic researchers and L2 teacher educators from around the world. This international perspective makes the book essential reading for both L2 teachers and teacher educators.
This book will quickly become the “go to” text for anyone interested in learning about the integral–if not foundational role–of emotions in language teaching practice. The authors in this volume address a wide range of topics, discuss diverse scholarly influences, and demonstrate numerous research methods that can be used in deepening our understanding of emotions in language teaching. Its breadth and depth of coverage make the book a useful and attractive resource for second language researchers, language teacher educators, and language teachers. Elizabeth Miller, University of North Carolina at Charlotte, USA
A holistic picture of teacher emotions in the second language classroom, especially in the TESOL context
