Ana Claudia Turcato de Oliveira, Ana Maria Ferreira Barcelos
There have been many studies on teachers’ emotional labor and on the ethics of caring affect teachers’ emotional labor. Yet, little research has examined teacher emotional labor under current neoliberal discourses in the education systems in Brazil. Using interviews and diaries, this study investigated the emotional labor a Brazilian school teacher of English when teaching according to critical literacy studies. The findings indicated that her emotional labor was related to the political situation in Brazil, neoliberalism discourses and emotional rules, as well as clashes between teacher roles and her desire to teach critically. She felt torn between acting according to what she believed was good for her students and her critical literacy practice versus obeying the emotional rules for teachers’ and students’ roles at her school. As she did that, she experienced both domination and resistance. The study concludes with implications about neoliberalism as related to teacher emotional labor.
{"title":"Emotional labor of a Brazilian public school teacher: domination and resistance in a neoliberal context","authors":"Ana Claudia Turcato de Oliveira, Ana Maria Ferreira Barcelos","doi":"10.1515/iral-2024-0076","DOIUrl":"https://doi.org/10.1515/iral-2024-0076","url":null,"abstract":"\u0000 There have been many studies on teachers’ emotional labor and on the ethics of caring affect teachers’ emotional labor. Yet, little research has examined teacher emotional labor under current neoliberal discourses in the education systems in Brazil. Using interviews and diaries, this study investigated the emotional labor a Brazilian school teacher of English when teaching according to critical literacy studies. The findings indicated that her emotional labor was related to the political situation in Brazil, neoliberalism discourses and emotional rules, as well as clashes between teacher roles and her desire to teach critically. She felt torn between acting according to what she believed was good for her students and her critical literacy practice versus obeying the emotional rules for teachers’ and students’ roles at her school. As she did that, she experienced both domination and resistance. The study concludes with implications about neoliberalism as related to teacher emotional labor.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140720169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This commentary presents a nuanced, dialectical, and empowering perspective on research pertaining to language teacher emotions, drawing upon empirical research papers featured in this special issue, as well as other relevant literature in the field of language teacher education. Recognizing the embodied, dynamic, and potentially contested nature of teacher emotional labor, the paper emphasizes the importance of presenting a nuanced portrayal, adopting a dialectical approach, and embracing an empowering mindset when investigating language teacher emotions. It also highlights important directions for future research, advocating for a conceptual shift toward examining teacher emotional labor as a distributed practice with a participatory and transformative orientation. Furthermore, the significance of both “looking inward” to delve into specific types of emotions and their interactions as well as “looking outward” to explore how emotions relate to other crucial dimensions of language teachers’ professional practices such as identity, mindfulness, and resilience, is emphasized.
{"title":"Advancing language teacher emotion research: a nuanced, dialectal, and empowering stance","authors":"Rui Eric Yuan","doi":"10.1515/iral-2024-0106","DOIUrl":"https://doi.org/10.1515/iral-2024-0106","url":null,"abstract":"\u0000 This commentary presents a nuanced, dialectical, and empowering perspective on research pertaining to language teacher emotions, drawing upon empirical research papers featured in this special issue, as well as other relevant literature in the field of language teacher education. Recognizing the embodied, dynamic, and potentially contested nature of teacher emotional labor, the paper emphasizes the importance of presenting a nuanced portrayal, adopting a dialectical approach, and embracing an empowering mindset when investigating language teacher emotions. It also highlights important directions for future research, advocating for a conceptual shift toward examining teacher emotional labor as a distributed practice with a participatory and transformative orientation. Furthermore, the significance of both “looking inward” to delve into specific types of emotions and their interactions as well as “looking outward” to explore how emotions relate to other crucial dimensions of language teachers’ professional practices such as identity, mindfulness, and resilience, is emphasized.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140717327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the initial incidental acquisition of two L2 morphosyntactic rules and their immediate usage in production. Using a miniature artificial language paradigm, multiple exposure sessions, realistic exposure, non-salient linguistic features, as well as multiple outcome measures, we demonstrate that adult learners can learn animacy with low levels of awareness, but not case. Forty adult native speakers of English participated in the experiment. Participants were exposed to audio sentences in the artificial language paired with pictures on the computer screen for three sessions. Knowledge of animacy and case was measured with production and grammaticality judgment tests. Results demonstrated that concrete, contiguous and easily trackable L2 properties that lend themselves to distributional learning, such as animacy marking, can benefit from incidental exposure. However, more abstract L2 properties, like the morphological paradigm of case, seem not to be learnable by incidental means, and opportunities for explicit learning must be provided.
{"title":"The role of awareness in implicit and explicit knowledge","authors":"Ilina Kachinske, R. Dekeyser","doi":"10.1515/iral-2022-0212","DOIUrl":"https://doi.org/10.1515/iral-2022-0212","url":null,"abstract":"\u0000 This study investigates the initial incidental acquisition of two L2 morphosyntactic rules and their immediate usage in production. Using a miniature artificial language paradigm, multiple exposure sessions, realistic exposure, non-salient linguistic features, as well as multiple outcome measures, we demonstrate that adult learners can learn animacy with low levels of awareness, but not case. Forty adult native speakers of English participated in the experiment. Participants were exposed to audio sentences in the artificial language paired with pictures on the computer screen for three sessions. Knowledge of animacy and case was measured with production and grammaticality judgment tests. Results demonstrated that concrete, contiguous and easily trackable L2 properties that lend themselves to distributional learning, such as animacy marking, can benefit from incidental exposure. However, more abstract L2 properties, like the morphological paradigm of case, seem not to be learnable by incidental means, and opportunities for explicit learning must be provided.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140718917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ali Derakhshan, Sedigheh Karimpour, Mostafa Nazari
While English for Academic Purposes (EAP) has developed theoretically and empirically over the past decades, there are few documented studies on EAP practitioners’ identities. Our study examined 12 Iranian EAP practitioners’ role identities (as one type of identity) in light of the conceptualization of English for specific purposes (ESP) practitioner roles. Adopting a qualitative approach, the study revealed the role of various contextual factors shaping the practitioners’ role identities as being EAP practitioner agents of transformative education, being a course designer and the quest for needs analysis, being a materials provider and managing the oscillations, being a collaborator and the lack of collegiate connection, being a researcher and dispositional variations, and finally being an evaluator and dynamic assessors. The study provides implications regarding how policy and planning shape practitioners’ role identities and suggests future lines of inquiry to build the associated scholarship.
{"title":"Exploring the professional role identities of English for academic purposes practitioners: a qualitative study","authors":"Ali Derakhshan, Sedigheh Karimpour, Mostafa Nazari","doi":"10.1515/iral-2023-0126","DOIUrl":"https://doi.org/10.1515/iral-2023-0126","url":null,"abstract":"\u0000 While English for Academic Purposes (EAP) has developed theoretically and empirically over the past decades, there are few documented studies on EAP practitioners’ identities. Our study examined 12 Iranian EAP practitioners’ role identities (as one type of identity) in light of the conceptualization of English for specific purposes (ESP) practitioner roles. Adopting a qualitative approach, the study revealed the role of various contextual factors shaping the practitioners’ role identities as being EAP practitioner agents of transformative education, being a course designer and the quest for needs analysis, being a materials provider and managing the oscillations, being a collaborator and the lack of collegiate connection, being a researcher and dispositional variations, and finally being an evaluator and dynamic assessors. The study provides implications regarding how policy and planning shape practitioners’ role identities and suggests future lines of inquiry to build the associated scholarship.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140745065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Hillman, Aymen Elsheikh, Naqaa Abbas, Bryant Scott
While a number of studies have documented the significant role of emotions and the emotion labor produced in English language teaching, research exploring English instructors’ emotion labor in transnational higher education contexts such as international branch campuses (IBCs) and within Science, Technology, Engineering, and Math (STEM) programs is lacking. Arguably, these neoliberally-driven and educational neocolonialist endeavors can produce intense emotion labor for English instructors. This study employs a collaborative autoethnography (CAE) methodology to investigate what provoked emotion labor for expatriate instructors, who teach English courses to Qatari national students at an IBC in Qatar. Taking a poststructural approach to emotion labor as our theoretical framing, we collaboratively examined our emotion labor in audio-recorded weekly meetings and then engaged in further dialogues and writings about our emotion labor. We reflect on two themes that produced emotion labor as well as emotional capital for us: 1) navigating our purpose teaching English to engineering majors and 2) confronting our roles as English instructors within a context of educational neocolonialism. Our study adds to the knowledge base of English teachers’ emotion labor in transnational and STEM spaces, while also showcasing CAE as a transformative methodology to explore language teachers’ emotion labor.
{"title":"Teaching English in an engineering international branch campus: a collaborative autoethnography of our emotion labor","authors":"S. Hillman, Aymen Elsheikh, Naqaa Abbas, Bryant Scott","doi":"10.1515/iral-2024-0078","DOIUrl":"https://doi.org/10.1515/iral-2024-0078","url":null,"abstract":"\u0000 While a number of studies have documented the significant role of emotions and the emotion labor produced in English language teaching, research exploring English instructors’ emotion labor in transnational higher education contexts such as international branch campuses (IBCs) and within Science, Technology, Engineering, and Math (STEM) programs is lacking. Arguably, these neoliberally-driven and educational neocolonialist endeavors can produce intense emotion labor for English instructors. This study employs a collaborative autoethnography (CAE) methodology to investigate what provoked emotion labor for expatriate instructors, who teach English courses to Qatari national students at an IBC in Qatar. Taking a poststructural approach to emotion labor as our theoretical framing, we collaboratively examined our emotion labor in audio-recorded weekly meetings and then engaged in further dialogues and writings about our emotion labor. We reflect on two themes that produced emotion labor as well as emotional capital for us: 1) navigating our purpose teaching English to engineering majors and 2) confronting our roles as English instructors within a context of educational neocolonialism. Our study adds to the knowledge base of English teachers’ emotion labor in transnational and STEM spaces, while also showcasing CAE as a transformative methodology to explore language teachers’ emotion labor.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140745583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Studies have shown the benefits of subtitled viewing for incidental vocabulary learning, but the effects of different subtitling types varied across studies. The effectiveness of different types of subtitled viewing could be related to how unknown vocabulary is processed during viewing. However, no studies have investigated L2 learners’ processing of unknown words in viewing beyond exploring learners’ attention allocation. The present research followed a qualitative approach to explore L2 learners’ processing of unknown words during subtitled viewing under three conditions (i.e., captions, L1 subtitles, and bilingual subtitles) by tapping into learners’ reported awareness of the unknown words and the vocabulary processing strategies used to engage with unknown words. According to stimulated recall data (elicited by eye-tracking data) from 45 intermediate-to-advanced-level Chinese learners of English, captions led to increased awareness of the unknown words. Moreover, the types of strategies learners used to cope with unknown vocabulary were determined by subtitling type.
{"title":"Exploring L2 learners’ processing of unknown words during subtitled viewing through self-reports","authors":"A. Wang, A. Pellicer‐Sánchez","doi":"10.1515/iral-2023-0208","DOIUrl":"https://doi.org/10.1515/iral-2023-0208","url":null,"abstract":"\u0000 Studies have shown the benefits of subtitled viewing for incidental vocabulary learning, but the effects of different subtitling types varied across studies. The effectiveness of different types of subtitled viewing could be related to how unknown vocabulary is processed during viewing. However, no studies have investigated L2 learners’ processing of unknown words in viewing beyond exploring learners’ attention allocation. The present research followed a qualitative approach to explore L2 learners’ processing of unknown words during subtitled viewing under three conditions (i.e., captions, L1 subtitles, and bilingual subtitles) by tapping into learners’ reported awareness of the unknown words and the vocabulary processing strategies used to engage with unknown words. According to stimulated recall data (elicited by eye-tracking data) from 45 intermediate-to-advanced-level Chinese learners of English, captions led to increased awareness of the unknown words. Moreover, the types of strategies learners used to cope with unknown vocabulary were determined by subtitling type.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140752562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Under the guidance of complex dynamic systems theory, the present study explored four college students’ academic emotions when learning academic English in a blended language class, consisting of face-to-face classroom instruction, and asynchronous and synchronous online instructions. An idiodynamic approach was used to capture the participants’ emotional fluctuations on a per-second timescale. With reference to the bitmap exported, follow-up interviews were conducted to probe into the potential factors triggering their emotional fluctuations. The findings revealed that, although the four students’ academic emotions demonstrated distinctive fluctuations across three teaching modes, they all experienced more arousal emotions during the face-to-face class, while their emotional experiences during the online classes, especially during the synchronous online class, tended to be deactivating. And during asynchronous online class, their academic emotions oscillated between positive and negative most frequently. Three broad groups of factors related to learner agency, learning environment and teaching practice have been found to exert varied degrees of influence on their academic emotional fluctuations in different teaching modes.
{"title":"Unpacking changing emotions in multiple contexts: idiodynamic study of college students’ academic emotions","authors":"Lubei Zhang, Wenxin Cao, Linda Tsung","doi":"10.1515/iral-2023-0290","DOIUrl":"https://doi.org/10.1515/iral-2023-0290","url":null,"abstract":"\u0000 Under the guidance of complex dynamic systems theory, the present study explored four college students’ academic emotions when learning academic English in a blended language class, consisting of face-to-face classroom instruction, and asynchronous and synchronous online instructions. An idiodynamic approach was used to capture the participants’ emotional fluctuations on a per-second timescale. With reference to the bitmap exported, follow-up interviews were conducted to probe into the potential factors triggering their emotional fluctuations. The findings revealed that, although the four students’ academic emotions demonstrated distinctive fluctuations across three teaching modes, they all experienced more arousal emotions during the face-to-face class, while their emotional experiences during the online classes, especially during the synchronous online class, tended to be deactivating. And during asynchronous online class, their academic emotions oscillated between positive and negative most frequently. Three broad groups of factors related to learner agency, learning environment and teaching practice have been found to exert varied degrees of influence on their academic emotional fluctuations in different teaching modes.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140754470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current study investigated how different glossing modalities (textual and auditory) and learners’ perceptual learning style (visual and auditory) influenced collocation learning. A total of 212 college students in China were first assigned to either a visual or auditory group based on their performance on a perceptual learning style questionnaire. Each style group was subsequently subdivided into three groups who were exposed to a series of reading texts containing 15 unknown collocations under one of the glossing conditions: textual glosses, auditory glosses or no glosses (control). Results of the study indicated that both textual, and that auditory glosses led to gains in productive and receptive collocation knowledge and auditory glosses were more effective than textual glosses. In addition, this study provided empirical evidence that perceptual learning style has a moderating effect on collocational learning. The auditory learners in the auditory glossing condition showed the highest rate of collocational learning among all treatment subgroups.
{"title":"Acquisition of collocations under different glossing modalities and the mediating role of learners’ perceptual learning style","authors":"Xin Yuan, Xuan Tang","doi":"10.1515/iral-2023-0319","DOIUrl":"https://doi.org/10.1515/iral-2023-0319","url":null,"abstract":"\u0000 The current study investigated how different glossing modalities (textual and auditory) and learners’ perceptual learning style (visual and auditory) influenced collocation learning. A total of 212 college students in China were first assigned to either a visual or auditory group based on their performance on a perceptual learning style questionnaire. Each style group was subsequently subdivided into three groups who were exposed to a series of reading texts containing 15 unknown collocations under one of the glossing conditions: textual glosses, auditory glosses or no glosses (control). Results of the study indicated that both textual, and that auditory glosses led to gains in productive and receptive collocation knowledge and auditory glosses were more effective than textual glosses. In addition, this study provided empirical evidence that perceptual learning style has a moderating effect on collocational learning. The auditory learners in the auditory glossing condition showed the highest rate of collocational learning among all treatment subgroups.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140368343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This case study explores an English learner (EL) teacher’s lived experiences of emotions concerning teacher collaboration in the US. The analysis of the EL teacher’s weekly journals and the recordings of her bi-weekly meetings with a teacher educator demonstrates that the teacher experienced a great amount of emotion labor under the feeling rule of “being supportive.” The major sources of her emotion labor include (1) content teachers’ lack of training concerning ELs; (2) the lack of systematic administrative support; and (3) her perceived teacher identity. The analysis also shows how her emotional reflexivity developed through reflection and collaborative dialogue with her mentor on her emotional experiences, empowering her to take a more active role in building a professional partnership with content teachers. The article ends with implications for language teacher education and further studies on language teacher emotions.
{"title":"Emotion labor in teacher collaboration: towards developing emotional reflexivity","authors":"Juyoung Song, Brenda Valentine","doi":"10.1515/iral-2024-0089","DOIUrl":"https://doi.org/10.1515/iral-2024-0089","url":null,"abstract":"\u0000 This case study explores an English learner (EL) teacher’s lived experiences of emotions concerning teacher collaboration in the US. The analysis of the EL teacher’s weekly journals and the recordings of her bi-weekly meetings with a teacher educator demonstrates that the teacher experienced a great amount of emotion labor under the feeling rule of “being supportive.” The major sources of her emotion labor include (1) content teachers’ lack of training concerning ELs; (2) the lack of systematic administrative support; and (3) her perceived teacher identity. The analysis also shows how her emotional reflexivity developed through reflection and collaborative dialogue with her mentor on her emotional experiences, empowering her to take a more active role in building a professional partnership with content teachers. The article ends with implications for language teacher education and further studies on language teacher emotions.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140365529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While various aspects of language teachers’ emotional experiences have been gaining attention, including emotion labor and emotional capital, less attention has been placed on the emotional experiences of teacher educators supporting language teachers in emotionally challenging situations. Following calls to examine language teachers’ emotional experiences ecologically and as socially and institutionally shaped, we engaged in collaborative autoethnography to explore how language teacher and teacher educator emotion labor reflects answerability to multiple commitments in the face of external feeling rules. Our findings highlight how language teacher–teacher educator collaboration can mitigate as well as reproduce emotion labor. This study contributes to research on language teacher emotion labor by focusing on the role of the teacher educator in supporting language teacher emotional capital and highlighting the complexity underlying emotion labor and emotional capital as multi-directional. Furthermore, the study illustrates how collaborative autoethnography can generate reflexivity and emotional capital for language teacher educators.
{"title":"Emotionally (in)hospitable spaces: reflecting on language teacher–teacher educator collaboration as a source of emotion labor and emotional capital","authors":"Carlo Cinaglia, D. P. Montgomery, Matthew D. Coss","doi":"10.1515/iral-2024-0087","DOIUrl":"https://doi.org/10.1515/iral-2024-0087","url":null,"abstract":"\u0000 While various aspects of language teachers’ emotional experiences have been gaining attention, including emotion labor and emotional capital, less attention has been placed on the emotional experiences of teacher educators supporting language teachers in emotionally challenging situations. Following calls to examine language teachers’ emotional experiences ecologically and as socially and institutionally shaped, we engaged in collaborative autoethnography to explore how language teacher and teacher educator emotion labor reflects answerability to multiple commitments in the face of external feeling rules. Our findings highlight how language teacher–teacher educator collaboration can mitigate as well as reproduce emotion labor. This study contributes to research on language teacher emotion labor by focusing on the role of the teacher educator in supporting language teacher emotional capital and highlighting the complexity underlying emotion labor and emotional capital as multi-directional. Furthermore, the study illustrates how collaborative autoethnography can generate reflexivity and emotional capital for language teacher educators.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140368174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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