Language Teacher Emotion, Identity Learning and Curriculum Reform (eBook)

Acknowledgements 5
Contents 7
1 Introduction 10
2 Theorizing Identity Learning 13
Starting with Teacher Learning 13
What is Identity Learning? 16
The Dynamic Systems Model of Role Identity 17
3 Language Teacher Emotion 21
Theorizing Teacher Emotion 21
Towards a Holistic View 23
Highlighting Emotion in Curriculum Reform 28
Linking Teacher Emotion and Identity Learning 32
An Integration 32
4 College English Curriculum Reform in China 35
A Brief History 35
New Challenges 38
5 Situating EFL Teacher Emotion in Curriculum Reform 41
Emotional Identities Emerged 41
Calm Bystander—“Cannot Reform for Reform’s Sake” 42
Stressed Follower—“All Teachers Are Highly Motivated” 45
Enterprising Forerunner—“Adapt, or Perish” 48
Skeptical Innovator—“The Reform Is Imperative But How to Assess It?” 52
Emotional Geographies 58
Physical Geographies 59
Moral Geographies 60
Sociocultural Geographies 62
Professional Geographies 63
Political Geographies 64
Traversing Across Emotional Geographies 65
Emotional Geographies of Teachers and Students 66
Emotional Geographies of Teachers and Colleagues 67
Emotional Geographies of Teachers and Institutions 68
Emotional Geographies of Teachers and Family 69
Emotional Geographies of Teachers and Disciplines 70
Guided by Feeling Rules 71
Feeling Rule 1—Teaching in High Spirits 71
Feeling Rule 2—Hiding Unpleasant Emotions 72
Feeling Rule 3—Digesting Emotions and Adjusting Yourself 73
Feeling Rule 4—Using Emotions to Motivate Students in English Interaction 74
Feeling Rule 5—Cultivating Students’ Emotional Attitudes and Values in EFL Teaching 74
Feeling Rule 6—Adapting to Change and Improving Yourself 75
Orienting Towards Feeling Rules 77
Emotion Expression and Communication of Chinese EFL Teachers 78
EFL Teachers’ Orientation to Professional and Ethical Norms in Regulating Emotions 79
Translating Emotion Work into Emotional Capital 81
6 Navigating Identity Learning Trajectories 85
Identity Learning Typologies 85
No Change 85
Minor Change 87
Moderate Change 88
Major Change 89
Transformation (Identity Change) 91
A Nuanced Process 93
Influencing Factors 95
Intergroup Factors 96
Interpersonal Factors 105
Intrapersonal Factors 109
What Factors Are Salient? 113
Contributing Factors to EFL Teachers’ Identity Learning Processes 113
Hindering Factors to EFL Teachers’ Identity Learning Processes 116
7 Unpacking the Interplay of Emotion and Identity Learning 118
Teacher Emotion Matters 118
Instrumentalizing Emotions as Identity Learning Tools 121
Constructing an Interactive Model 124
Rhetoric and Reality: Lessons Learned 124
8 Conclusion and Implication 129
In a Nutshell 129
Implications 136
Directions for Future Research 138
References 140