Emotions in Second Language Teaching (eBook)

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).

Foreword 6
Acknowledgements 8
Contents 9
Editor and Contributors 12
1 Introduction and Overview 15
1 Rationality and Emotionality 15
2 Emotions in Education 16
3 Emotions in Applied Linguistics and TESOL 18
4 Emotions in Second Language Teacher Education 20
5 The Structure and Contents of the Book 21
6 The Book’s Audience 26
7 Conclusion 26
References 27
Emotions in the Applied Linguistics and TESOL Research Agenda: Challenges and Research Methodology 31
2 The Emotional Turn in Applied Linguistics and TESOL: Significance, Challenges and Prospects 32
Abstract 32
1 Introduction 32
2 The Emergence of Research into Affect and Emotion 33
3 Anxiety in Language Learning 35
4 The Influence of Positive Emotions 36
5 The Role of the Language Teacher and the Classroom Environment 38
6 Emotion and Multilingualism 39
7 Significance and Diversity of Enquiry into Emotion 39
7.1 A Longitudinal Study of Affective Responses to Learning Portuguese (Garrett and Young 2009) 40
7.2 Emotions in Collaborative Learning Within an EFL Classroom (Imai 2010) 40
7.3 The Interplay of Beliefs and Emotions in Foreign Language Learning (Aragão 2011) 41
7.4 Rapidly Changing Affect and Willingness to Communicate (MacIntyre and Legatto 2011) 41
7.5 Emotional Dissonance in the Experience of a Language Teacher Educator (Golombek 2015) 42
8 Conclusions: Future Prospects 42
References 44
3 A Methodological Review of L2 Teacher Emotion Research: Advances, Challenges and Future Directions 48
Abstract 48
1 Introduction 48
2 Research on Second Language Teachers’ Emotion 49
3 Research on Teacher Emotion in General Education 52
4 Conclusion 58
References 60
Perspectives on Second Language Teachers’ Emotions 63
4 Language Teachers’ Emotions: Emerging from the Shadows 64
Abstract 64
1 Emotion from Varied Theoretical Perspectives 65
1.1 Dimension A: Biopsychology—The Nature, Role, and Biology of Emotions 65
1.2 Dimension B: Ecology—Emotions in Light of Context and Complexity 66
1.3 Dimension C: Educational Psychology—Classroom Climate 66
1.4 Dimension D: Positive Psychology—Biasing for the Best 67
1.4.1 “Negative” and “Positive” Emotions: Not So Simple 67
1.4.2 Emotional Intelligence: Useful and Teachable 67
1.4.3 Empathy: Not a Single Emotion 68
1.5 Dimension E: Universalist Humanism—Emotions as Part of a Grand System 68
1.6 Summary of This Section 70
2 One Teacher’s Emotions: A Narrative Study 70
2.1 Purpose 70
2.2 Methodology 70
2.2.1 Participants and Setting 71
2.2.2 Instructions 71
2.2.3 Analysis Procedures 71
2.3 Lila’s Story and Our Interpretation 72
2.3.1 Painful Emotions: Initial Antipathy Toward Most Things Chinese 72
2.3.2 Relationships and Attitudes: “Human Rights Defender” and Attitude Shift 73
2.3.3 Lila’s Life at UNAM: Growing into Emotional Strength 74
2.3.4 Lila’s Emotions at UNAM, Part 1: Frequent Happiness and Satisfaction 75
2.3.5 Lila’s Emotions at UNAM, Part 2: Enthusiasm, Passion, Discovery-Based Delight, and Joy in Humor 75
2.3.6 Lila’s Emotions at UNAM, Part 3: Courage, Joy, and Love 76
2.3.7 Lila’s Emotions upon Reading UNAM Students’ Comments: Happiness, Satisfaction, Love, Joy, and Gratitude 77
2.3.8 Lila’s Understanding: Teaching and Learning Are Loving Acts 77
2.4 A Few More Comments About Lila’s Emotions 77
2.5 Conclusions 78
References 80
5 Sociological Understandings of Teachers’ Emotions in Second Language Classrooms in the Context of Education/Curricular Reforms: Directions for Future Research 84
Abstract 84
1 Introduction 84
2 Sociological Perspective of Emotions 85
3 Teachers’ Agency and Emotions 87
4 Structure of Education System and Teachers’ Emotions 89
4.1 Rules of Education System in Education/Curricular Reforms 89
4.2 Resources of Education System in the Context of Education/Curricular Reforms 90
5 Further Research 92
6 Implications to Second Language Teacher Education 93
References 95
6 L2 Teachers’ Emotions: A Sociopolitical and Ideological Perspective 101
Abstract 101
1 Introduction 102
2 Theorizing Teacher Emotions: A Sociopolitical and Ideological Perspective 102
3 Methods 104
3.1 Focal Participants and Study Contexts 104
3.2 Data Collection and Analysis 106
3.3 Analysis and Findings 106
3.3.1 Emotional Burnout 107
3.3.2 Emotion and Limited Teacher Agency 108
3.3.3 Teacher Anxiety Over Using English to Teach Math 109
4 Discussion and Conclusion 110
References 114
Personal Factors Associated with Second Language Teachers’ Emotions 117
7 Teachers’ Emotions and Beliefs in Second Language Teaching: Implications for Teacher Education 118
Abstract 118
1 Introduction 119
2 Towards an Understanding of Beliefs and Emotions as Intrinsically Related 120
2.1 The Relationship Between Beliefs and Emotions 120
2.1.1 Teacher Beliefs 120
2.1.2 Teacher Emotions 121
2.1.3 Beliefs and Emotions as Interrelated 124
2.2 Beliefs and Emotions in Teacher Development 125
3 Conclusions 128
References 131
8 Do ESL/EFL Teachers’ Emotional Intelligence, Teaching Experience, Proficiency and Gender Affect Their Classroom Practice? 134
Abstract 134
1 Introduction 135
2 Literature Review 136
3 Research Questions 138
4 Method 138
4.1 Instruments 138
4.2 Participants 140
4.3 Dependent Variables 140
4.4 Results 142
4.5 Discussion 144
5 Conclusion 146
References 148
Emotions in the Context of Second Language Teaching 151
9 The Role of Emotions in Reflective Teaching in Second Language Classrooms: Felt Sense, Emotionality, and Practical Knowledge Acquisition 152
Abstract 152
1 Introduction 153
2 Teacher Beliefs as Teacher Knowledge: Social Constructivist Perspective 155
3 Reflection and Pre-service Teachers 156
4 Tacit Practical Knowledge and Thinking at the Edge (TAE) 157
5 Research Methodology 158
5.1 Research Context and Participant 158
5.2 Data Collection Procedures 158
5.3 Data Analysis Procedure 160
5.4 TAE-Based Reflection Activities 160
6 Research Findings and Discussion 161
6.1 Motivation to Become an English Teacher 161
6.2 Negative Affective Factors and Professional Identity 163
6.3 Awareness of a Significant Other and Overcoming the Negative Influence 164
7 Conclusion 165
References 167
10 Emotional Dilemmas Faced by Teachers in ELT Materials Selection and Adaptation: Implications for Teacher Education 171
Abstract 171
1 Introduction 171
2 Selecting Materials 172
2.1 Selecting from Coursebooks 175
2.2 Selecting Texts 176
3 Adapting Materials 177
3.1 Deciding What to Adapt 178
3.2 Deciding How to Adapt 178
4 Preparing Teachers to Make and Implement Decisions 180
4.1 Peer Teaching 180
4.2 Problem Solving 180
4.3 Simulations 181
4.4 Case Studies 181
4.5 Teaching Practice 181
4.6 Recommendations 182
5 Conclusions 184
References 185
11 The Emotions Involved in the Integration of ICT into L2 Teaching: Emotional Challenges Faced by L2 Teachers and Implications for Teacher Education 188
Abstract 188
1 Introduction 189
2 Literature Review 189
3 Issues Addressed 193
4 Methodology 193
4.1 Results 194
4.2 Discussion and Conclusion 200
4.3 Implications for Teacher Training 201
Appendix 204
References 205
12 Assessment as an Emotional Practice: Emotional Challenges Faced by L2 Teachers Within Assessment 209
Abstract 209
1 Introduction 210
2 Emotional Challenges for Teachers in Assessment 210
3 L2 Teacher Experiences 211
4 Case Studies of L2 Teacher Emotions Around Assessment 212
4.1 Egypt: Teachers’ Emotional Responses to Written Feedback in a University Context 212
4.1.1 Demand 213
4.1.2 Frustration 214
4.1.3 Exhaustion 214
4.1.4 Satisfaction 215
4.1.5 Summary 215
4.2 Cyprus: The Affective Dimension in a High-Stakes Assessment Context 216
4.2.1 Summary 219
4.3 Spain. ELE-Teachers’ Emotional Memories of Assessment Experiences 219
4.3.1 Summary 221
5 Conclusion 221
References 224
13 Emotional Challenges Faced by L2 Teachers When Teaching and Assessing Students with Learning Disabilities and Difficulties 227
Abstract 227
1 Introduction 227
2 The Context of L2 teachers 228
2.1 Curriculum and Assessment 228
2.2 Referral of Students for a Possible Disability 228
2.3 A Case Study Example 231
2.4 Insights into the Nuances L2 Teachers Can Face in Considering a Referral of a Second Language Learner 232
2.5 What Factors Impact L2 Learners’ Academic Progress and Linguistic Development? 234
3 A Proposed Solution: Response to Intervention 236
3.1 Parental Rights and Due Process 238
4 Issues and Concerns in Referral of ELLs 239
4.1 How to Avoid Inappropriate Referrals of L2 Learners 240
5 Conclusion 241
References 243
14 ESL Teachers’ Emotional Experiences, Responses and Challenges in Professional Relationships with the School Community: Implications for Teacher Education 246
Abstract 246
1 Introduction 246
2 ESL Teachers’ Emotional Experiences in Interaction with the School Community 248
2.1 Interaction with Colleagues 248
2.2 Interaction with ESL Learners 250
2.3 Interaction with Management 252
3 ESL Teachers’ Responses to Emotional Experiences and Challenges in Their Interaction with the School Community 252
4 Conclusions, Implications for ESL Teacher Education and Future Research 255
References 258
15 L2 Teachers’ Professional Burnout and Emotional Stress: Facing Frustration and Demotivation Toward One’s Profession in a Japanese EFL Context 261
Abstract 261
1 Introduction 262
1.1 Teachers’ Working Conditions in Japan 262
1.2 English Education Reforms 263
1.3 English Education in Elementary Schools 264
2 Research Methodology 265
2.1 Participants 265
2.2 Data Collection 266
2.3 Data Analysis 266
3 Research Findings and Discussion 268
3.1 Teacher Emotions and Policy Enforcement Systems 269
3.2 Criticizing Assistant Language Teachers 270
3.3 Criticizing Other Japanese Teachers 271
3.4 Hesitating to Take Responsibility and Provide Instruction in English 271
4 Conclusion 272
References 275
16 Beyond CLIL: Fostering Student and Teacher Engagement for Personal Growth and Deeper Learning 278
Abstract 278
1 Introduction: Pluriliteracies—Ecologies for Deeper Learning 279
2 A Revised Framework for Pluriliteracies Teaching for Learning 282
2.1 Generating and Sustaining Commitment and Achievement 283
2.2 Mentoring Learning and Personal Growth 286
3 Conclusions 290
References 294
Emotions in Second Language Teacher Discourse 299
17 Emotionality in L2 Teacher Discourse: Implications for Teacher Education and Future Research Directions 300
Abstract 300
1 Introduction 300
2 Teacher Talk as Classroom Discourse 301
2.1 Classroom Discourse and FL Classroom Interaction 301
2.2 Teacher Talk and Its Functions 302
2.3 Characteristics of L2 Teacher Talk 303
3 Teacher Talk as an Example of Affective Discourse 304
3.1 Verbal Affectivity in Teacher Talk 304
3.1.1 Language Choice as a Demonstration of Teacher Emotionality 304
3.1.2 Different Instances of Verbal Affectivity in Teacher Talk 304
3.2 Non-verbal Discourse Affectivity 307
3.2.1 The Impact of Non-verbal Affective Signals 307
3.2.2 Affectivity of Teacher Voice 309
3.2.3 The Affectivity of Teacher Gestures 310
Eye Contact or Gaze Behaviour of a Teacher 311
Facial Expression 311
Proximity as Teacher Non-verbal Immediacy 312
4 Emotionality of Teacher Discourse in Training Programmes 313
4.1 Emotion Management and Emotion Labour 313
4.2 Teacher Talk Management and Its Affective Dimension: Ideas for Teacher Training 314
5 Conclusions and Way Forward 315
References 318
18 Silence in the Foreign Language Classroom: The Emotional Challenges for L2 Teachers 321
Abstract 321
1 Literature Review of L2 Silence 322
2 Silence and Emotion 322
3 Silence of Embarrassment, Fear, and Anxiety 323
3.1 Silence of Annoyance, Anger, and Resistance 325
3.2 Silence of Disengagement 326
4 Student and Teacher Emotions 328
5 The Emotional Labour of Teaching 329
5.1 Mediation for Teachers to Mitigate Affective Silence 331
6 Conclusion 332
References 335
19 Native and Non-native Teachers’ Self-perceived Language Competence and Their Feelings About Collaborative Experiences and Relationships 338
Abstract 338
1 Introduction 338
2 Models of Collaboration 340
3 The Study 342
3.1 Research Questions 343
4 Implications for Teacher Education 352
5 Conclusion 354
References 356
Emotionality in Second Language Teacher Education 359
20 Emotions in Learning to Teach EFL in the Practicum Setting: Facing the Emotional Dilemmas and Challenges Associated with Professional Practice 360
Abstract 360
1 Literature Review 361
2 Research Aims 366
3 Method 366
3.1 Research Context and Participants 367
3.2 Data Collection Instrument and Procedure 367
3.3 Results and Discussion 368
4 Conclusions and Future Research Directions 374
References 376
21 EFL Teachers’ Emotions: The Driving Force of Sustainable Professional Development 380
Abstract 380
1 Introduction 380
2 Theoretical Background 381
2.1 Definition of ?motions 381
2.2 Teachers’ Emotions: A Brief Overview of Research 382
2.3 Teacher Development and Emotions 383
3 Research Design 385
3.1 Aim and Context of Research 385
3.2 Participants and Context 385
3.3 Research Instruments 386
4 Presentation and Discussion of Findings 386
5 Conclusion and Further Research 392
References 394
22 Developing Emotional Competence for L2 Teaching in Second Language Teacher Education: Opportunities and Challenges for Teacher Education in Poland and Turkey 397
Abstract 397
1 Introduction 398
2 Teacher Education—Towards Continuum and Quality 398
3 Teachers, Teaching and Emotions 400
4 Teachers’ Emotional Competence 401
5 Prospective Second Language Teachers’ Emotional Competence 406
5.1 Emotional Competence: Sub-scale Scores Means 408
5.2 Gender and Emotional Competence 409
5.3 Age and Emotional Competence 410
5.4 Academic Achievements and Emotional Competence 411
6 Conclusions 412
References 415
23 Teachers’ Emotions and Professional Identity Development: Implications for Second Language Teacher Education 418
Abstract 418
1 Introduction 419
2 Theoretical and Conceptual Framework 420
3 State of the Art 421
4 Methodological Framework 423
5 Analysis of the Results (Questionnaire N = 488 Answers, Logbook N = 40,176 Words) 424
6 Practical Ideas for Teacher Training 428
6.1 Reflective Practice 428
6.1.1 Framework on Reflective Practices 428
6.1.2 Description of a Session of “Instruction to Your Double” 429
6.2 Forum Theatre 429
6.2.1 Framework of Forum Theatre 429
6.2.2 Description of a Session of Forum Theatre 430
6.3 The Body and the Voice of Teachers 430
6.3.1 Framework of the Body and the Voice of Teachers 430
6.3.2 Description of a Session of “Body and Voice” 431
7 Conclusions 432
References 434
Afterword 437