{"title":"“It's Just a Feeling!”: Emotions and Intersectionality in Language Teacher Narratives","authors":"Gergana Vitanova","doi":"10.1002/tesq.3297","DOIUrl":null,"url":null,"abstract":"Language teacher identities and emotions are deeply sociocultural phenomena. Although intersectionality has asserted itself as a powerful framework in other fields, it is just beginning to emerge in language teacher education. This article argues that intersectionality provides a powerful conceptual lens for analyzing the complex and varied connections between language teacher identity and emotions. It also claims that emotions originate in the spaces between different social factors. Specifically, the article investigates the following questions: How do English-as a-second-language teachers construct their emotions in narratives and what discourses of emotion do they evoke? How are emotions generated within the intersectional spaces of facets of their social identities? To address these, the article focuses on the micro-level of analysis and the daily emotional experiences of two language teachers. The findings show how the focal participants navigate the complex emotional landscapes of teaching and how these are mediated by the intersections of different social identity markers such as gender, race, non-native speaking status, and socioeconomic status.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"12 1","pages":""},"PeriodicalIF":3.0000,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Tesol Quarterly","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1002/tesq.3297","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Language teacher identities and emotions are deeply sociocultural phenomena. Although intersectionality has asserted itself as a powerful framework in other fields, it is just beginning to emerge in language teacher education. This article argues that intersectionality provides a powerful conceptual lens for analyzing the complex and varied connections between language teacher identity and emotions. It also claims that emotions originate in the spaces between different social factors. Specifically, the article investigates the following questions: How do English-as a-second-language teachers construct their emotions in narratives and what discourses of emotion do they evoke? How are emotions generated within the intersectional spaces of facets of their social identities? To address these, the article focuses on the micro-level of analysis and the daily emotional experiences of two language teachers. The findings show how the focal participants navigate the complex emotional landscapes of teaching and how these are mediated by the intersections of different social identity markers such as gender, race, non-native speaking status, and socioeconomic status.
期刊介绍:
TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -first and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.