The Emotional Rollercoaster of Language Teaching

by Christina Gkonou (Editor), Jean-Marc Dewaele (Editor), Jim King (Editor)

Overview

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.

Product Details

ISBN-13:	9781788928359
Publisher:	Multilingual Matters Ltd.
Publication date:	05/19/2020
Series:	Psychology of Language Learning and Teaching , #4
Sold by:	Barnes & Noble
Format:	eBook
Pages:	296
File size:	15 MB
Note:	This product may take a few minutes to download.

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).

Dr. Christina Gkonou is Associate Professor of TESOL and MA TESOL Programme Leader in the Department of Language and Linguistics at the University of Essex, UK. She is also Deputy Director of Education in the same Department. She convenes postgraduate modules on teacher education and development, and on psychological aspects surrounding the foreign language learning and teaching experience. She is the co-editor of New Directions in Language Learning Psychology, New Insights into Language Anxiety: Theory, Research and Educational Implications, Language Teaching: An emotional rollercoaster, and co-author of MYE: Managing Your Emotions Questionnaire.

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 Journal of Multilingual and Multicultural Development.

Jim King is based at the University of Leicester where he directs the institution’s campus-based postgraduate courses in applied linguistics and teaching English as a second language. His books include the monograph Silence in the Second Language Classroom (Palgrave Macmillan, 2013) and the edited volumes The Dynamic Interplay between Context and the Language Learner  (Palgrave Macmillan, 2015), The Emotional Rollercoaster of Language Teaching (with Christina Gkonou and Jean-Marc Dewaele, Multilingual Matters, 2020) and East Asian Perspectives on Silence in English Language Education (with Seiko Harumi, Multilingual Matters, 2020).

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 

Editorial Reviews

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.

Matthew T. Prior

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.

JALT Journal, 43.2, November 2021 - Anna Belobrovy

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.

Frontiers in Psychology, Vol 11, October 2020 - Wenxiu Chu and Honggang Liu

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.

BAAL News, 119 - Lorena Salud Gadella Kamstra

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.

LINGUIST List 32.1140 - Alfaf Albakistani

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.

Ema Ushioda

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.

Cynthia J. White