When language teacher emotions and language policy intersect: A critical perspective

Her, Lee; Costa, Peter I. De

doi:10.1016/j.system.2022.102745

Cited by 39 publications

(37 citation statements)

References 18 publications

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“…On the whole, the article leaves us with an impression that seemingly new language policies always run against language teachers' professional training and beliefs. This rough impression is reinforced when we read the sentence “Instead of being weighed down by the pessimism that pervaded the colleagues in his department, he chose to embrace optimism for the future” [(Her and De Costa, 2022 ), p. 7]. This sentence implies that the majority of teachers in Alan's department were pessimistic about the new language policy.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, some of the wording and phrasing in the article is worth discussing. Firstly, Alan's Christian faith was regarded as a positive emotion in the footnote, but later it was labeled as a neutral feeling in body paragraphs [see (Her and De Costa, 2022 ), p. 3, 4]. Secondly, it was clearly stated that four interviews were carried out, but the expression “in the fourth and final interview” in page seven was quite confusing.…”

Section: Discussionmentioning

confidence: 99%

“…However, this expected trusting collided with Alan's professional training and beliefs and thereby conflicting emotions were generated. Although Benesch ( 2018 ) advocated for resistance to feeling rules from a university plagiarism policy, it might not be a universal solution to handle the generated emotion labor because not all teachers share the same identity that makes them least worry about their career development (Her and De Costa, 2022 ). Working as a part-time language teacher, Alan was reluctant to resist the feeling rules as he was afraid of losing his career.…”

Section: The Studymentioning

confidence: 99%

“…With academic interest and practical concerns, we read the newly-published article Her and De Costa ( 2022 ) which focused on how a language teacher belonging to rather disfavored groups in power relations dealt emotionally with policy demands. To be more specific, the article took a critical poststructural perspective to investigate how a part-time non-native English-speaking teacher (NNEST) utilized the emotion labor that resulted from the feeling rules accompanied by a new language policy and ultimately accumulated emotional capital.…”

Section: Introductionmentioning

confidence: 99%

“…Thus, we would like to share our analysis of the article and make critical comments on it as well, hoping to provide illuminating insights for future research and practice. For the sake of clarity and convenience, the article Her and De Costa ( 2022 ) we are about to comment on will be referred to as “the article” in particular.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

What may happen when language teacher emotions and language policy intersect?

Zheng

2022

Front. Psychol.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: The Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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What may happen when language teacher emotions and language policy intersect?

Zheng

2022

Front. Psychol.

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“Predators of Emotions”: The Role of School Assessment Policies in English Language Teachers' Emotion Labor

Nazari

Molana

2022

TESOL Quarterly

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Emotion labor is expecting individuals to display institutionally‐accepted emotional behaviors. This study examined the role of school assessment policies in 13 Iranian English language teachers' emotion labor in a private language school. To this end, data were collected from semi‐structured interviews and narrative frames. Data analyses revealed three major themes in relation to the teachers' assessment‐related emotion labor: Constrained assessment agency, resilience in assessment, and the significance of heeding assessment emotions. The study shows that top‐down policies of the school created emotional conflicts for the teachers, yet such policies in turn motivated the teachers to invest more in implementing assessment techniques that respond to their own and students' needs. The findings are discussed in light of contextual particularities of assessment, which are linked to power and dominant discourses shaping teachers' assessment‐related emotion labor. Based on the findings, we provide implications for policymakers and teacher educators to pay more focal attention to teachers' assessment emotions and emotion labor.

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Emotion Labor as Professional Development Work: Insights from Teachers Doing Action Research

2023

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Over the past decades, research on language teachers' engagement in action research (AR) and more recently on their emotion labor has exponentially grown. However, little research is available on how AR and emotion labor intersect to shape language teacher professional development. This study addressed this gap by reporting on how four Iranian English language teachers used emotion labor as professional development work during participation in an AR project. Data were collected from reflective journals and classroom observations as well as the associated postclass discussions during the enactment of AR, and from interviews at two junctures in time, once during the course and once longitudinally after six and 12 months. Data analyses revealed that the teachers used AR as a mechanism for minimizing the gap between their internal feelings and external expectations, and gradually developed the identity of a teacher–researcher by using the affordances emotion labor provided. Moreover, the teachers retrospectively developed emotional learning, which facilitated their response to institutional expectations in the short term and to the professional discourses of teaching in the long term. We conclude the paper with implications for teacher education to better understand how emotions feature in AR and how emotion labor could be employed for AR‐induced professional development.

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When language teacher emotions and language policy intersect: A critical perspective

Cited by 39 publications

References 18 publications

What may happen when language teacher emotions and language policy intersect?

What may happen when language teacher emotions and language policy intersect?

“Predators of Emotions”: The Role of School Assessment Policies in English Language Teachers' Emotion Labor

Emotion Labor as Professional Development Work: Insights from Teachers Doing Action Research

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