Emotions in Second Language Teaching Theory, Research and Teacher Education Emotions in Second Language Teaching Juan De Dios Martínez Agudo Editor

Juan de Dios Martínez Agudo Editor Emotions in Second Language Teaching Theory, Research and Teacher Education Emotions in Second Language Teaching Juan de Dios Martínez Agudo Editor Emotions in Second Language Teaching Theory, Research and Teacher Education 123 Editor Juan de Dios Martínez Agudo Faculty of Education University of Extremadura Badajoz Spain ISBN 978-3-319-75437-6 ISBN 978-3-319-75438-3 (eBook) https://doi.org/10.1007/978-3-319-75438-3 Library of Congress Control Number: 2018931498 © Springer International Publishing AG 2018 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by the registered company Springer International Publishing AG part of Springer Nature The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland I don’t want to be at the mercy of my emotions. I want to use them, to enjoy them, and to dominate them. –Oscar Wilde, The Picture of Dorian Gray (1890) Foreword Every moment I step into a classroom I feel the vibe; I am energized and I become more human as the lesson progresses and I have long stopped looking at watches or clocks and of course don’t always end on time. I leave each lesson better than I was before it and more exhausted as well because I have been through an emotional experience with other human beings. Teachers as emotional beings are moved by aspects of their work because they are passionate about their practice that includes human connections to their students from the moment they enter classes for the first time. Teachers make large personal and emotional investments in their practice that includes relationship building with their students. Indeed, teacher–student relationships are often at the core of any quality learning experience unless one treats the teacher as a computer delivering lessons in an emotionless state. This realization many years ago started me along my own path toward reflecting on my practice because of the wonderful life I was living as a language teacher meeting wonderful students and colleagues. Within the field of TESOL, however, this reality of teaching has not been acknowledged, and in some instances even been devalued by some administrators who consider the work of English language teaching as only teaching language. Indeed the field of TESOL teachers often feel this aspect of their contribution has not been recognized or valued at the academic or managerial/administration levels nor do we have a common vocabulary to discuss the emotional aspect of a language teacher’s work. What we have been neglecting over the past years in the professional and managerial discourse is the TESOL teacher’s well-being in terms of their personal and emotional investment into their practice. Good teachers are not well-oiled machines, and good teaching is not just a matter of knowing the subject matter, and being able to use all the latest techniques while teaching, or even being efficient. Good teaching is an emotionally charged event where teachers connect with each student as they passionately deliver their lesson in a pleasurable environment. Such classrooms reflect an environment where both students and teacher are enthusiastic and excited as they discover learning and risk-taking in a safe environment. vii viii Foreword This book, edited by a knowledgeable academic, Dr. Juan de Dios Martínez Agudo, Associate Professor of EFL Teacher Education, Spain, begins to fill the gap in the TESOL literature on the importance of emotions in teaching. As Juan de Dios Martínez Agudo points out, undoubtedly, teachers’ emotions are at the epicenter or heart of teaching. The book presents 23 different chapters that remind us of the importance of emotionality in L2 teacher education and more specifically L2 teaching. The book makes specific links between L2 teacher emotions, L2 peda- gogy, and L2 teacher education. Taking an eclectic approach to research on L2 teacher emotions, this edited book begins with a contextualization of teacher emotion research within applied linguistics and TESOL research agenda which notes the limitations of a purely cognitive approach to language teaching and learning. Part II of the book presents various chapters on some current L2 emotion research which offers insights into the emotional nature of L2 teaching and espe- cially the psychological perspectives of teacher emotion and how L2 teachers can handle their emotions. While part III provides various chapters that examine the relationship between L2 teachers’ personal beliefs and their emotions and how these can be managed. Part IV provides chapters on what the editor calls the multidimensional nature of teacher emotions in the context of L2 teaching. One chapter is directly related to my own work on reflective teaching and this reminded me once again of the emotional nature of reflection and how we should examine emotions when trying to make sense of our practice. Part V provides chapters on emotionality associated with L2 teacher discourse (verbal and nonverbal), the role of silence, and the subjectivity of the emotional climate of the L2 classroom. The last part of the book, part VI, examines how L2 teacher education can foster emotional competence in L2 teachers in different contexts. The contents of this timely book are a valuable source for researchers, teacher educators, teachers, and administrators interested in increasing their awareness of the role of emotions in teaching and learning L2. This excellent volume not only reminds us of the importance of emotional labor in teaching and learning L2 from diverse perspectives and varied classroom contexts, but also that in TESOL, teachers are not just deliverers of English lessons, but also emotional human beings that are impacted by their relationships with their students. For most L2 teachers, I believe that teaching is a labor of love and the research presented in this volume reminds us that emotions affect L2 teaching through various daily classroom interactions, otherwise classrooms would be (and unfortunately sometimes are) barren and boring places without it. I am confident that this volume will stimulate further dialogue and research among L2 teachers, teacher educators, researchers, and all who are passionate about their practice. St. Catharines, Canada Thomas S. C. Farrell Brock University Acknowledgements First and foremost, I would like to thank all contributors for their excellent work without which this publication would not have been possible. Special thanks also to Profs. Thomas S. C. Farrell and Jack C. Richards for their generosity in writing, respectively, the Foreword and Afterword to this volume. I would also like to thank the anonymous reviewers for their judicious and constructive feedback which greatly contributed to improving the quality of the manuscript. I am also grateful to Jolanda Voogd and Helen van der Stelt from the Springer publisher for their support and guidance throughout the manuscript preparation process. On a more personal level, I am very grateful to my beloved wife, Paqui, who is always there to support me in countless ways, as well as my darling sons, Juan de Dios and Pablo, always so comprehensive and patient with their busy father. Last but not least, special thanks to my dear father, Juan, who passed away more than 20 years ago now and whom I miss so much every day, for his unconditional love, trust, and endless support in all of my decisions throughout life. Juan de Dios Martínez Agudo ix Contents Foreword ................................................... vii Thomas S. C. Farrell Introduction and Overview .................................. 1 Juan de Dios Martínez Agudo Part I Emotions in the Applied Linguistics and TESOL Research Agenda: Challenges and Research Methodology The Emotional Turn in Applied Linguistics and TESOL: Significance, Challenges and Prospects .................................... 19 Cynthia J. White A Methodological Review of L2 Teacher Emotion Research: Advances, Challenges and Future Directions ..................... 35 Yueting Xu Part II Perspectives on Second Language Teachers’ Emotions Language Teachers’ Emotions: Emerging from the Shadows ......... 53 Lourdes Cuéllar and Rebecca L. Oxford Sociological Understandings of Teachers’ Emotions in Second Language Classrooms in the Context of Education/Curricular Reforms: Directions for Future Research .......................

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