Broadening the Second Language Teacher Education Agenda: International Perspectives on Teacher Emotions

Costa, Peter I. De; Rawal, Hima; Li, Wendy

doi:10.1515/cjal-2018-0030

Cited by 30 publications

(21 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As applied linguists grasped the potential that a PP perspective offered to their research, its popularity increased, its status grew, and what had until then been the early flowers announcing the arrival of spring, turned into an outburst of color and sweet smells of ever-expanding flower beds. A number of special issues and edited books appeared on learner emotions, and on learner and teacher psychology (Agudo, 2018; De Costa et al, 2018; Li, in press; Mercer and Kostoulas, 2018; Dewaele and Li, 2018; Dewaele, 2018; Berdal-Masuy and Pairon, 2019), to the point that White (2018) talked about the emotional turn in applied linguistics and TESOL, complementing Pavlenko’s (2013) affective turn.…”

Section: Positive Psychology In Applied Linguisticsmentioning

confidence: 99%

“…PP-influenced research also emerged in the field of FL teacher emotions with edited books and special issues (Agudo, 2018; De Costa et al, 2018; Mercer and Kostoulas, 2018; Gkonou et al, in press). Researchers focused on the many threats to teachers’ emotional well-being (including teacher-internal variables such as their personality, classroom-specific variables such as the behavior of student, and wide contextual variables such as the institution or the national education system).…”

Section: Positive Psychology In Applied Linguisticsmentioning

confidence: 99%

See 1 more Smart Citation

The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research

et al. 2019

View full text Add to dashboard Cite

The present contribution offers an overview of a new area of research in the field of foreign language acquisition, which was triggered by the introduction of Positive Psychology (PP) (MacIntyre and Gregersen, 2012). For many years, a cognitive perspective had dominated research in applied linguistics. Around the turn of the millennium researchers became increasingly interested in the role of emotions in foreign language learning and teaching, beyond established concepts like foreign language anxiety and constructs like motivation and attitudes toward the foreign language. As a result, a more nuanced understanding of the role of positive and negative learner and teacher emotions emerged, underpinned by solid empirical research using a wide range of epistemological and methodological approaches. PP interventions have been carried out in schools and universities to strengthen learners and teachers’ experiences of flow, hope, courage, well-being, optimism, creativity, happiness, grit, resilience, strengths, and laughter with the aim of enhancing learners’ linguistic progress. This paper distinguishes the early period in the field that started with MacIntyre and Gregersen (2012), like a snowdrop after winter, and that was followed by a number of early studies in relatively peripheral journals. We argue that 2016 is the starting point of the current period, characterized by gradual recognition in applied linguistics, growing popularity of PP, and an exponential increase in publications in more mainstream journals. This second period could be compared to a luxuriant English garden in full bloom.

show abstract

Section: Positive Psychology In Applied Linguisticsmentioning

confidence: 99%

Section: Positive Psychology In Applied Linguisticsmentioning

confidence: 99%

The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research

et al. 2019

View full text Add to dashboard Cite

show abstract

“…Because the study focuses only on expert language teachers in Chinese schools, researchers can also consider exploring how preservice and novice language teachers can metacognitively engage in their identity work in Chinese and other sociocultural settings. Furthermore, given the humanistic and affective nature of language teaching (De Costa et al, 2018; Yuan, 2019), it would be interesting and meaningful to examine how teachers’ metacognitions intersect with their complex emotional experiences in their identity (re)construction processes.…”

Section: Implications and Conclusionmentioning

confidence: 99%

“…However, to date there is a lack of empirical evidence on how teachers exercise their metacognitions in their professional development, which can be conceptualized as a dynamic and complex process of identity (re)construction (Kelly, 2006; Yuan, 2016). As illustrated by existing literature (De Costa, Rawal, & Li, 2018; Norton & De Costa, 2018; Song, 2016), teachers’ identities derive from and, in turn, influence their cognitive engagement (e.g., lesson planning and execution), social interactions (e.g., with students, colleagues, and school leaders), and emotional experiences (both positive and negative). Given the complexities and intricacies involved in language teachers’ identity work, it is important for language teachers to foster and apply their metacognitions about identities , which refer to various forms of metacognitive knowledge, strategies, and experiences (e.g., Jiang et al, 2016; Pintrich, 2002) they activate and employ in managing, regulating, constructing, and reconstructing their identities in their situated contexts (Yuan, 2019).…”

mentioning

confidence: 99%

Teacher Metacognitions About Identities: Case Studies of Four Expert Language Teachers in China

Yuan

Zhang

2019

TESOL Quarterly

View full text Add to dashboard Cite

Despite a surge of research interest in teacher identity in both TESOL and general education, there is a lack of attention to the role of metacognition in language teachers’ identity (re)construction. Informed by the integrated framework of metacognitions comprising metacognitive knowledge, strategies, and experiences, this article reports on four expert language teachers’ metacognitions about identities and how such metacognitions influenced their identity work in China. The findings demonstrate four major types of metacognitive experiences: (1) ascertaining, prioritizing, and claiming existing identities; (2) imagining, planning, and constructing new identities; (3) crafting a fluid and interconnected identity web; and (4) engaging in distributed identity construction. While engaging in such metacognitive experiences, the participants also drew on various forms of metacognitive knowledge (e.g., their knowledge about strategies, tasks, and themselves) and strategies (e.g., asking metacognitive questions, making explicit identity claims) in their identity (re)construction. The study adds to the current teacher identity literature by highlighting the critical role of metacognitions in guiding language teachers to manage, regulate, and distribute their identities. Practical implications for language teaching and teacher education are provided.

show abstract

“…Various other theoretical frameworks and disciplines were subsequently drawn on to flesh out and add to the aspects of LTI that had begun to emerge, perhaps most crucially the ecological perspective, which recognizes the importance of temporal, historical, and situational dimensions of identity and identity construction, negotiation, enactment, and performance (Appleby, 2016;Haneda & Sherman, 2016;Song, 2016;Varghese, et al, 2016). The emotional turn in applied linguistics and TESOL (De Costa, Rawal, & Li, 2018) has also provided insights into the close link between emotion and identity, highlighting the importance of attending to emotion in the process of understanding LTI and how it develops. With these developments in the field, LTI can begin to be viewed as something that is malleableand therefore able to be intentionally influenced and shaped (De Costa & Norton, 2017a).…”

mentioning

confidence: 99%

Conceptualizing Language Teacher Education Centered on Language Teacher Identity Development: A Competencies‐Based Approach and Practical Applications

Fairley

2020

TESOL Quarterly

View full text Add to dashboard Cite

Language teacher identity (LTI) has become an increasingly central focus in language teaching recently, perhaps because identity is now defined as multiple, complex, shifting, socially constructed, and a site of struggle (Norton, 2013; Song, 2016)—and thus a construct that can and should be intentionally influenced (Varghese, Motha, Park, Reeves, & Trent, 2016). With greater understanding that social justice and a critical orientation to education are not only important but also the duty of educators to enact (Kubota & Miller, 2017), some advocate the placement of LTI development at the center of language teacher education (LTE; De Costa & Norton, 2017a; Varghese et al., 2016). However, the conceptualization of such intentional models of LTE needs development (Varghese et al., 2016). This article begins to conceptualize such an LTE program. The author theorizes LTI and the need for adopting an LTI that is transformative, agentive, and advocacy (TAA)‐oriented, and proposes a competencies‐based approach as a foundation for developing an LTE program centered on the development of a TAA‐oriented LTI, suggesting key competencies to include in such an approach. She presents practical affordances and activities that could be helpful in developing these competencies. The article ends with questions aimed at furthering this emerging scholarly conversation in the field.

show abstract

Broadening the Second Language Teacher Education Agenda: International Perspectives on Teacher Emotions

Cited by 30 publications

References 40 publications

The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research

The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research

Teacher Metacognitions About Identities: Case Studies of Four Expert Language Teachers in China

Conceptualizing Language Teacher Education Centered on Language Teacher Identity Development: A Competencies‐Based Approach and Practical Applications

Contact Info

Product

Resources

About