32.1140, Review: Applied Linguistics: Gkonou, Dewaele, King (2020)

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Subject: 32.1140, Review: Applied Linguistics: Gkonou, Dewaele, King (2020)

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Date: Tue, 30 Mar 2021 17:35:53
From: Alfaf Albakistani [alfafalpa at gmail.com]
Subject: The Emotional Rollercoaster of Language Teaching

 
Discuss this message:
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Book announced at http://linguistlist.org/issues/31/31-1824.html

EDITOR: Christina  Gkonou
EDITOR: Jean-Marc  Dewaele
EDITOR: Jim  King
TITLE: The Emotional Rollercoaster of Language Teaching
SERIES TITLE: Psychology of Language Learning and Teaching
PUBLISHER: Multilingual Matters
YEAR: 2020

REVIEWER: Alfaf Albakistani, Birkbeck, University of London, UK

SUMMARY

Second language acquisition (SLA) research has paid considerable attention to
the importance of language learners’ emotions – particularly language anxiety
(Dewaele & Thirtle, 2009; Gkonou et al., 2017; Horwitz, 2017) and, recently,
language enjoyment (Dewaele & MacIntyre, 2016). However, researchers over the
last decade have shown increased interest in exploring language teacher
psychology, which has been affected primarily by the general education field’s
focus on teachers’ emotions, functions in teaching settings, and influences on
pedagogical practices and professional identities (Hargreaves, 2000; Schutz &
Zembylas, 2010). Although language teacher psychology has received significant
attention among researchers, they have mainly focused on cognition (Borg,
2015) and motivation (Dörnyei & Kubanyiova, 2014) without a detailed
investigation of language teachers’ emotions. Emotions are dynamic,
fluctuating over time across settings; thus, they should be widely explored
among various contexts to identify which socio-cultural, academic, economic,
educational, and political factors provoke more pleasant and unpleasant
emotions than others. However, far too little attention has been paid to the
complex interaction between teachers’ emotions and such factors in multiple
domestic and global contexts. The Emotional Rollercoaster of Language
Teaching, edited by Gkonou, Dewaele, and King, provides a collection of
empirical studies by researchers interested in language teachers’ emotions
among various language teaching and teacher-training areas.

This volume aims to expand the current understanding of language teacher
emotions, providing comprehensive insights into teachers’ emotional
experiences. It investigates a variety of learning settings, such as English
as a second language (ESL) or English as a foreign language (EFL), content and
language integrated learning (CLIL), English as a medium of instruction (EMI),
communicative language teaching (CLT), action research (AR), public and
private schools, universities and colleges, and various countries’ education
programmes. The chapters cover a variety of language teacher emotion
constructs – including teacher well-being, emotional labour, identity,
resilience, past self, adaptation, attrition, burnout, emotion regulation,
emotion and power, emotional intelligence, anxiety, stress, and motivation.
The findings of the studies indicate the significant impacts of language
learning settings, local and global education policies, and curricula on EFL
or ESL teacher emotions.

The chapters theorise language teacher emotions from different perspectives,
including biological (Ekman, 1993), cognitive (Lazarus, 1991; Scherer, 2005),
constructed-emotion (Barrett, 2017), poststructuralist or discursive (Benesch,
2017; Zembylas, 2005), emotional regulation (Gross, 2014), emotional labour
(Hochschild, 1979, 1983), teacher burnout (Acheson et al., 2016), resilience
theory (Richardson, 2002), dynamic system theory (Larsen-Freeman & Cameron,
2008, 2016), positive psychology (Fredrickson, 2001, 2013; Seligman &
Csíkszentmihályi, 2000) and cultural politics (Ahmed, 2004, 2010).These
studies indicate that although some contextual, socio-biographical,
demographic, linguistic, and psychological factors can trigger negative
emotions that threaten teaching careers and cause excessive emotional labour
leading to professional burnout and attrition, teachers can still practice
self-regulation strategies and emotional labour to reduce these impacts,
experience positive emotions, and improve professional performance. 

This volume provides important insights on the complex, dynamic relationship
between emotions and language teachers’ experiences across sociolinguistics
contexts, referring to potential emotion research methods as well as
theoretical and pedagogical implications. The book suggests future research to
shed more light on language teacher emotions and psychology. It also attempts
to extend the psychological knowledge of language teachers’, fellow
researchers, teacher educators, and graduate and research students. 

The edited collection contains 16 chapters, begins with a general introduction
by the editors, followed by 14 empirical studies, and concludes with the
editors’ reflections. In the opening chapter, Gkonou, Dewaele, and King
briefly review the recent history of language teachers’ emotions in SLA,
clarifying misconceptions about emotion definitions and outlining approaches
to theorising emotions. The editors refer to a lack of teacher emotion
literature. 

Some authors in the collection explore teacher emotions in specific settings,
investigating the link between new teaching approaches and professional
well-being. In Chapter 2, Hofstadler, Talbot, Mercer, and Lӓmmerer report on
an exploratory study of secondary-school CLIL teachers in Austria, examining
professional subjective well-being’s impact on teachers’ emotions. The authors
discuss teachers’ well-being in general and emphasise CLIL teachers, drawing
on previous literature. Their findings from semi-structured interviews are
categorised into positive, negative, and ambiguous aspects of CLIL teaching –
‘thrills’, ‘ills’, and ‘neither thrill nor ill’. The teachers view CLIL as an
effective approach for foreign language (FL) learners, improving
self-confidence. They were generally frustrated about their teaching roles as
they were overwhelmed with their workload, lack of compensation, work-life
balance, and underappreciation. The findings also reveal some ambiguity in
teachers’ emotional experiences regarding CLIL teaching materials, students,
and contextual support contributing both positively and negatively to
teachers’ well-being. The chapter emphasises the importance of CLIL teachers’
autonomy in leading to a diversity of teaching approaches. The authors call
for more research into CLIL teachers’ well-being for meaningful ways to enjoy
teaching CLIL.

Other authors are mainly interested in the extent to which teachers’ emotional
labour is associated with their professional longevity and job satisfaction.
Acheson and Nelson, in Chapter 3, significantly contribute to FL teacher
well-being in the context of a US public high school. Their quantitative study
uses the emotional labour theoretical framework, defined as the hiding or
showing of individuals’ emotions that some jobs require daily. The authors
modified Brotheridge and Lee’s (2003) ‘Emotional Labour Scale’ (ELS)
questionnaire, using 83 FL teachers to investigate factors influencing
emotional labour regarding attrition and burnout. The data reveals that
teachers report moderate to high emotional labour. Certain types of emotional
labour, such as hiding and pretending emotions, predict teacher burnout and
job dissatisfaction. However, performing emotional labour does not
significantly predict plans to continue teaching. Demographic factors have no
significant impact on emotional labour, with the exception of school settings.

Instead of exploring emotions from cognitive or biological perspectives,
Benesch, in Chapter 4, focuses on emotions in English-language teaching as
sociocultural constructs, examining their relationship to power. Drawing on
her earlier research, she reports on interview data with teachers to explore
their emotionally charged experiences responding to students’ written work.
Adopting the socio-political perspective, she highlights two conceptual tools:
emotion labour and sticky objects. The notion of ‘sticky objects’ (Ahmed,
2004) argues that objects or social norms of emotions become ‘sticky’ with
affect through repetition. Benesch’s findings reveal the dilemmas teachers
experienced while providing feedback: inadequate time to respond and doubt
about appropriateness. She discusses balance in providing meaningful feedback
within reasonable time constraints, concluding with the debate on written
corrective feedback in SLA, whether it benefits students, and which type is
most advantageous. 

Similarly, in Chapter 5, Edwards and Burns explore ESL teacher emotions and
identity development in action research (AR) using a Pandora’s box metaphor.
The authors suggest that metaphor analysis has mostly investigated teachers
and identity – rarely emotions. Their interviews’ findings from five
in-service teachers revealed a variety of emotions experienced at different
research phases. Novice and experienced teachers were made overwhelmed and
euphoric by research projects during the primary AR phases, humble or awakened
at the end, and restricted or re-energised afterwards. To develop as
researchers, teachers need ongoing support from not only teacher education
programmes but also workplaces. A lack of support in the research culture
results in burnout, damaging identities. However, teachers’ voluntary
involvement and adequate support can enrich their participation, reinforce
cooperation with fellow teacher researchers, and increase collaboration in
institutional, cross-institutional, or global research.

Some authors are concerned with teachers’ coping with negativity. In Chapter
6, Kostoulas and Lӓmmerer explore the relationship between resilience and
emotional regulation. The concept of resilient adaptation is defined as
teachers’ ability to function efficiently despite psychological obstacles,
resulting from coping and extending the emotion regulation strategy repertoire
for teachers. Drawing on a tentative model of teacher resilience, the authors
comment on interviews with two pre-service teachers after completing their
first assignments, testing the model’s descriptive benefits. The chapter
illustrates how adaptive and maladaptive professional outcomes can result from
resilient adaptation, helping teachers’ performance. Adversity – such as
stressful situations – can, thus, lead to professional improvements and
psychological growth. 

Other authors focus on teachers’ negative emotions and influences on
themselves or learners. In Chapter 7, Falout refers to the concept of past
selves, revealing their influences on emotions and classroom dynamics. Past
selves are individuals’ perceptions of their learning and teaching experiences
and capabilities regarding their beliefs about their current selves. The
author developed a new research method by presenting brief explanations of
studies as examples to clarify the potential ways that can be employed in
researching past-selves of students and teachers during classroom
interactions.  Falout utilises strategic comparisons of different teaching
instructions’ influences across age groups, time trials, and sociocultural as
well as intragroup framing. Emotional exchanges and interactions among whole
classes reciprocally influence second language (L2) learning past selves,
current emotions, and autobiographical development. The rationale behind
employing this new research method is memory plasticity and fallibility
characteristics, which require better-understanding teachers and learners’
past selves in L2 learning. These memory features can prolifically enhance
teachers’ emotional influence on students, improving students’ in turn. 

Other researchers, however, consider the benefits of teachers’ negative
emotional experiences. In Chapter 8, Gkonou and Miller focus on the
self-reflective stories of teachers’ emotional and professional learning. With
a multiple-case-study method, they explore such incidents with 13
English-language teachers at US and UK tertiary education programmes.
Conversationally interviewing participants enables a spontaneous emergence of
stories – which are classified using such criteria such as past experiences,
emotionally charged language, perceived identity turning points, and formative
impact. Teachers’ recollections of critical incidents reveal how negative
experiences could turn to emotional rewards, meaningfully developing their
teaching and identities.

The relationship between teaching approaches, emotional labour and burnout are
also highlighted.  Humphries (Chapter 9) explores the consequences of a CLT
approach to teachers’ emotions at a Japanese engineering college. Humphries
reports on findings from several interviews and classroom observations,
specifically from Daiki, an instructor who struggled with CLT textbooks. The
author aims to investigate whether Daiki engaged in emotional labour leading
to burnout. Humphries explains how Daiki’s difficulties, including emotional
labour, in-class demeanour, and lack of emotional regulation indicate burnout.
Humphries describes Daiki’s apathy and frustration with students and emotional
exhaustion. Although he felt autonomous and free, Daiki found that his
institution offered insufficient support, causing uncertainty. This chapter
identifies data collection’s influences on participants and researchers’
emotions. Humphries argues that his interview affected Daiki negatively,
undermining his confidence and making him regret his teaching approaches.
Daiki’s attempt to receive guidance from the researcher caused emotional
strain for Humphries, who tried to stay neutral. 

In various chapters, researchers highlight the key role of pre-service
teachers’ professional development and training in improving their emotional
skills, reducing negative emotions, enabling them to achieve goals and retain
wellbeing. In Chapter 10, Ikeda, Takeuchi, and Hiroyuki investigate a group of
Japanese elementary school teachers’ anxiety and satisfactions with an
in-service preparation programme for two semesters. Using the dynamic system
theory, they consider teachers’ psychological interactions with contextual
factors. The study attempts to minimise teachers’ anxiety while teaching an
L2. The authors discuss core contextual and social issues for instructors
forced by new national policies to teach English as an academic subject, which
increased anxiety and affected pedagogical methods and target language use.
Due to a lack of pre-teaching training for elementary- and primary-school
English teachers, most were underqualified and inexperienced. Overall, anxiety
remained high. However, the authors explore some teachers’ responses
individually, revealing anxiety fluctuations during interventions. These
fluctuations are attributed to engagement with preparation courses,
demonstration sessions, and administrative roles. The authors conclude with
suggestions to reduce L2 teachers’ anxiety through training sessions and
reduced administrative workload. 

Likewise, in Chapter 11, Morris and King explore emotion regulation behaviour
for EFL in-service and experienced teachers at a Japanese university.
Conducting an exploratory study using Gross’s (2015) process model of emotion
regulation, the authors collect qualitative data from semi-structured
interviews, classroom observations, and stimulated recall sessions. The study
shows that EFL teachers use various strategies to regulate emotions and fulfil
their perceived responsibilities, emphasising the need to interpret their
behaviours’ using internal and external contexts. The chapter describes the
importance of diversity in emotion regulation strategies to enhance emotional
well-being. Teachers employ situation strategies to control their positive
emotions and attention deployment strategies for immediate emotional
gratification– depending on student-teacher interactions’ social
responsibilities of language teaching, cognitive change in adapting to
classroom stressors, and response modulation to support teaching aims and
relationships. The chapter concludes with suggestions on emotion regulation
preparation sessions. 

Similarly, in Chapter 12, De Costa, Li, and Rawal identify problems concerning
inadequate professional training and a shortage of linguistically competent
teachers as well as socioeconomic resources. The authors discuss issues in
implementing an EMI approach at Nepalese public schools – a context that has
not been closely examined - by reporting on two Nepali English teachers’
emotional experiences. This study draws on Benesch’s conceptualisation to
explore how teachers’ emotion labour relates to factors at macro (societal)
and meso (school and community) levels and how a diversity of emotion labour
types causes emotional burnout. The findings demonstrate that teachers’
emotion labour and burnout are associated with stress and frustration with
policymakers’ requiring EMI exclusively, limiting teachers’ autonomy and
agency, and causing emotional, mental, and physical exhaustion. The study also
relates emotion labour to insufficient mentoring and colleague support,
necessitating education programmes that effectively prepare teachers for their
roles’ emotion labour. 
 
The impact of a particular intervention in reducing negative emotions has also
been examined. In Chapter 13, Gregersen, MacIntyre, and Macmillan use a
case-study approach to examine teachers’ stress through a weeklong daily
intervention. They adopt a cognitive reappraisal strategy from the positive
psychology literature called ‘finding silver linings’ to alleviate a teacher’s
(Elizabeth) negative emotions within a stressful context. Prior to the
intervention, the participant’s ‘emotional pulse’ is taken to identify reasons
for her desire to be a language teacher. During the intervention, she writes
personal journals about everyday stressors. The results reveal that the
intervention’s mitigation of Elizabeth’s stress was only temporary. The
authors conclude that individual and contextual factors interacted with the
intervention, affecting its efficacy. The authors then propose that positive
psychology interventions should be interpreted at individual levels and
different timescales, allowing for an evaluation of positive emotions as well
as cognitive and emotional processes that reduce stress and foster teacher
well-being. 

As discussed earlier, teachers experience various emotions, and negative
emotions can be regulated using emotional labour strategies to build
resilience, promote professional performance, and gain emotional rewards. In
Chapter 14, Oxford emphasises both pleasant and unpleasant emotions’ role by
discussing the well of teachers’ emotional well-being. The author
comprehensively summarizes empathy, emotional intelligence (EI), emotion
regulation, and emotion labour by presenting case studies of teachers’
emotional fluctuations and interactions. Oxford challenges concepts in
positive psychology by illustrating positive aspects of both negative and
positive emotions. She suggests a balanced view of teachers’ difficult
emotions indicating such acquired paradoxical benefits as wisdom, compassion,
and letting go of painful emotions. Different themes emerge, such as teachers’
emotions and attitudes towards immigrants, emotional experiences during
clashes between caring teachers and uncaring administrations, and how caring
and love can endure throughout the profession. The case-study findings
emphasise the benefits of positive and negative emotions in well-being and
professional development. 

The relationship between emotional intelligence, motivation, teachers’
pedagogical practices and professional role is investigated in the final
empirical study, by Dewaele.  It extends previous research (Dewaele et al.,
2018a; Dewaele & Mercer, 2018) on the relationship between EFL and ESL
teachers’ self-reported classroom behaviours and emotions. The author
investigates the complex, dynamic connections between psychological,
linguistic, and socio-biographical variables and their impacts on motivation.
Specifically, Dewaele examines how FL teachers’ motivations – including
intrinsic motivation, identified regulation, introjected regulation, external
regulation, and amotivation – connect to teachers’ global trait EI (Petrides,
2009), FL proficiency levels, duration in the teaching profession, first or
second language, gender, and age. EI refers to the ability to identify, use
and manage one’s own emotions in positive ways to communicate effectively and
sympathise with others. To thoroughly understand the complexity of such
personality aspects and motivations, the study considers global-trait-EI
facets, including well-being, emotionality, self-control, and sociability.
Strong motivation is found to be linked to teachers’ global trait EI and its
facets, proficiency and gender – but not to length of teaching experience or
age. 

The concluding chapter, by The Emotional Rollercoaster of Language Teaching
editors, combines the themes and topics discussed throughout the volume. The
editors start by providing thoughts and opinions about the studies, referring
to methodological and contextual research variety. Issues surrounding the
effective examination of teacher emotions are reported. Next, the chapter
presents emotions’ role in language teachers’ careers and pedagogical
practices, noting the volume’s major implications regarding the effects of
training programmes and professional development. Further, the editors discuss
the emotional experiences that negatively influence language teachers’
professional lives, leading to burnout and attrition. In the final part, the
editors debate the effectiveness of training teachers to become emotionally
competent – which, they believe, can effectively promote psychological
well-being and improve pedagogical practices, in turn yielding better learning
results for students. 

EVALUATION

The Emotional Rollercoaster of Language Teaching provides readers with a wide
range of perspectives and an accurate picture of the field, revealing the
complexity of language teachers’ emotions and uncovering some emotional
challenges affecting their well-being, pedagogical practices, and professional
lives. 

The chapters in this volume are adequately long, balanced between breadth and
depth and including post-reading sections after each chapter which enable
readers to meaningfully reflect on concepts. The reference lists at the end of
each chapter allow for independent use and consulting the lists for further
reading. 

By providing a unique series of multicultural, interdisciplinary studies using
various research methods – including quantitative, qualitative, and
mixed-methods designs – the volume offers a starting point for other research
methodologies to explore further emotional concepts. 

Another strength of these chapters is their extensive data collection methods;
the authors present and analyse data from structured and semi-structured
interviews, classroom observations, needs analysis, stimulated recalls,
questionnaires, analysis materials, narrative analysis, and self-reflexive
analysis. The mixed-methods approach and longitudinal research design provide
a deeper inspection and understanding of EFL and ESL teachers’ emotional
experiences across diverse contexts.

These studies align with what the literature has already established regarding
the dynamic nature of teacher emotions, responding to the need to explore
emotions within global and local sociocultural, economic, political,
educational, and linguistic contexts. This volume presents detailed histories
of each country involved by reviewing  its cultural, educational, and
linguistic background and the impacts of English-language education policies
and principles on teacher emotions. For example, De Costa et al. (Chapter 12)
present a brief historical background of the Nepalese educational system and
its new orientations toward EMI, as well as the socioeconomic limitations
causing difficulties with the new approach. They show how
English-as-a-global-language and English-as-social-capital ideologies impact
social views of English teachers’ roles in Nepalese contexts and,
consequently, language teachers’ emotions and professionalism. 
 
This book achieves its aims by offering informative discussions of the
complexity and dynamics of teacher emotions. It incorporates practical
pedagogical implications with the literature on language teachers’ emotions,
resulting in a comprehensive volume that efficiently establishes a link
between research and pedagogy on emotions and language teaching.

Moreover, this volume is coherent insofar as one theme which emerges from all
its chapters is that teaching is an ‘emotional rollercoaster’ – that is,
teachers’ emotions fluctuate very quickly, being linked to various interacting
factors. Together, these studies highlight the need to prepare teachers for
the ‘emotional rollercoaster’ of language teaching in teacher training
programmes, helping them develop emotional resilience by raising their
awareness of emotional intelligence and employing emotional regulation
techniques. However, this volume would be more effective if it had included an
experimental design study to investigate specific teachers’ emotional
experiences before and after a particular classroom experience, which could
strengthen emotional concepts incorporated in training programmes.  

Situated within the current literature, the volume supports arguments in
general education (Hargreaves, 1998; Zembylas, 2005) suggesting that teachers’
emotions significantly affect their professional lives and learners’ success.
Thus, regulating their emotions can lead to productive language-learning
outcomes and enjoyable teaching experiences. Additionally, the volume
conceptualises the relationship between emotional intelligence and teachers’
professional well-being as well as its implications on pedagogical practices.
For example, in Chapter 15, Dewaele privileges teachers with high levels of EI
over teachers who lack the emotional awareness required in classroom practices
in that they can be more positive about their teaching roles and enjoy
interacting with learners, rather than struggling and suffering from their
professions. By referring to this topic, the volume contributes to the debate
surrounding whether emotional intelligence is a personality trait – fixed and
unamendable – or can be developed through teachers’ participation in training
programmes. It supports the argument that EI skills can be strengthened
through EI-focused instructions (Vesely, Saklofske & Nordstokk, 2014) that are
practical and based on theory.  

The Emotional Rollercoaster of Language Teaching offers valuable resources on
teachers’ psychological aspects for not only researchers, practitioners,
policymakers, and graduate students in ESL and EFL in global contexts but also
other languages practitioners, who can take advantage of the pedagogical
implications of these studies’ outcomes.

REFERENCES

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labor of five rural US foreign language teachers. The Modern Language Journal,
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Ahmed, S. (2004). The cultural politics of emotion. New York: Routledge.

Ahmed, S. (2010). The promise of happiness. Durham, NH: Duke University Press.

Barrett, L. F. (2017). How emotions are made: The secret life of the brain.
New York: Macmillan.

Benesch, S. (2017). Emotions and English language teaching: Exploring
teachers’ emotion labor. New York: Routledge.

Borg, S. (2015). Teacher cognition and language education: Research and
practice. London: Bloomsbury.

Dewaele, J.-M., Gkonou, C., & Mercer, S. (2018a). Do ESL/EFL teachers’
emotional intelligence, teaching experience, proficiency and gender, affect
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Dewaele, J.-M., & Jiang, Y. (2015). What lies bubbling beneath the surface? A
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Dewaele, J.-M., & MacIntyre, P. D. (2016). Foreign language enjoyment and
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Dewaele, J.-M., & Thirtle, H. (2009). Why do some young learners drop foreign
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Dörnyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating
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Fredrickson, B. L. (2001). The role of positive emotions in positive
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Gkonou, C., Daubney, M., & Dewaele, J.-M. (Eds.) (2017). New insights into
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Gkonou, C., Dewaele, J. M., & King, J. (Eds.). (2020). The emotional
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Horwitz, E. K. (2017). On the misreading of Horwitz, Horwitz, and Cope (1986)
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Petrides, K. V. (2009). Psychometric properties of the Trait Emotional
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ABOUT THE REVIEWER

Alfaf Albakistani is a Ph.D. student in the Applied Linguistics program at
Birkbeck, University of London, and an EFL instructor. Her research interests
include foreign language teachers' and learners' emotions in classrooms.





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