Gkonou / Dewaele / King | The Emotional Rollercoaster of Language Teaching | Buch | 978-1-78892-832-8 | www.sack.de

Buch, Englisch, 299 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 488 g

Gkonou / Dewaele / King

The Emotional Rollercoaster of Language Teaching


Erscheinungsjahr 2020
ISBN: 978-1-78892-832-8
Verlag: Multilingual Matters

Buch, Englisch, 299 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 488 g

ISBN: 978-1-78892-832-8
Verlag: Multilingual Matters


This book focuses on the emotional complexity of language teaching and how the diverse emotions that teachers experience while teaching are shaped and function. The book is based on the premise that teaching is not just about the transmission of academic knowledge but also about inspiring students, building rapport with them, creating relationships based on empathy and trust, being patient and most importantly controlling one’s own emotions and being able to influence students’ emotions in a positive way. The book covers a range of emotion-related topics on both positive and negative emotions which are relevant to language teaching including emotional labour, burnout, emotion regulation, resilience, emotional intelligence and wellbeing among others. These topics are studied within a wide range of contexts such as teacher education programmes, tertiary education, CLIL and action research settings, and primary and secondary schools across different countries. The book will appeal to any student, researcher, teacher or policymaker who is interested in research on the psychological aspects of foreign language teaching.

Gkonou / Dewaele / King The Emotional Rollercoaster of Language Teaching jetzt bestellen!

Weitere Infos & Material


Tables, Figures and Images

Acknowledgements

Contributors

Jane Arnold: Foreword

Chapter 1. Christina Gkonou, Jean-Marc Dewaele and Jim King: Introduction to the Emotional Rollercoaster of Language Teaching

Chapter 2. Nicole Hofstadler, Kyle Talbot, Sarah Mercer and Anita Lämmerer: The Thrills and Ills of CLIL

Chapter 3. Kris Acheson and Robert Bruce Nelson: Utilising the Emotional Labour Scale to Analyse the Form and Extent of Emotional Labour among Foreign Language Teachers in the US Public School System

Chapter 4. Sarah Benesch: Theorising Emotions from a Critical Perspective: English Language Teachers’ Emotion Labour When Responding to Student Writing

Chapter 5. Emily Edwards and Anne Burns: ‘Opening Pandora’s Box’: Language Teachers’ Dynamic Emotional Experiences of Conducting Action Research

Chapter 6. Achilleas Kostoulas and Anita Lämmerer: Resilience in Language Teaching: Adaptive and Maladaptive Outcomes in Pre-service Teachers

Chapter 7. Joseph Falout: Past L2 Selves, Emotions and Classroom Group Dynamics: The Don’t Ask, Can’t Tell Policy

Chapter 8. Christina Gkonou and Elizabeth R. Miller: ‘Critical Incidents’ in Language Teachers’ Narratives of Emotional Experience

Chapter 9. Simon Humphries: “Please Teach Me How to Teach”: The Emotional Impact of Educational Change

Chapter 10. Maiko Ikeda, Osamu Takeuchi and Hiroyuki Imai: Investigating Dynamic Changes in Elementary School Teachers’ Anxiety when Teaching English

Chapter 11. Sam Morris and Jim King: Emotion Regulation among University EFL Teachers in Japan: The Dynamic Interplay between Context and Emotional Behaviour

Chapter 12. Peter I. de Costa, Wendy Li and Hima Rawal: Should I Stay or Leave? Exploring L2 Teachers’ Profession from an Emotionally-inflected Framework

Chapter 13. Tammy Gregersen, Peter D. MacIntyre, & Nicole Macmillan: Dealing with the Emotions of Teaching Abroad: Searching for Silver Linings in a Difficult Context

Chapter 14. Rebecca Oxford: The Well of Language Teachers’ Emotional Well-Being

Chapter 15. Jean-Marc Dewaele: What Psychological, Linguistic and Sociobiographical Variables Power EFL/ESL Teachers’ Motivation?

Chapter 16. Jim King, Christina Gkonou and Jean-Marc Dewaele: Concluding Thoughts on the Emotional Rollercoaster of Language Teaching

Index


Gkonou, Christina
Dr. Christina Gkonou is Associate Professor of TESOL and MA TESOL Programme Leader in the Department of Language and Linguistics at the University of Essex, UK. She is also Deputy Director of Education in the same Department. She convenes postgraduate modules on teacher education and development, and on psychological aspects surrounding the foreign language learning and teaching experience. She is the co-editor of New Directions in Language Learning Psychology, New Insights into Language Anxiety: Theory, Research and Educational Implications, Language Teaching: An emotional rollercoaster, and co-author of MYE: Managing Your Emotions Questionnaire.

King, Jim
Jim King is based at the University of Leicester where he directs the institution’s campus-based postgraduate courses in applied linguistics and teaching English as a second language. His books include the monograph Silence in the Second Language Classroom (Palgrave Macmillan, 2013) and the edited volumes The Dynamic Interplay between Context and the Language Learner  (Palgrave Macmillan, 2015), The Emotional Rollercoaster of Language Teaching (with Christina Gkonou and Jean-Marc Dewaele, Multilingual Matters, 2020) and East Asian Perspectives on Silence in English Language Education (with Seiko Harumi, Multilingual Matters, 2020).

Dewaele, Jean-Marc
Jean-Marc Dewaele is Professor in Applied Linguistics and Multilingualism, Birkbeck, University of London¸ UK. He has been working in the field for close to 30 years and has published extensively on multilingualism and emotion. He is General Editor of Journal of Multilingual and Multicultural Development.

Christina Gkonou is Senior Lecturer in TESOL, University of Essex, UK. Her research interests include psychology for language learning and teaching, teacher professional identities, language anxiety and teacher education. She is co-editor (with Mark Daubney and Jean-Marc Dewaele) of New Insights into Language Anxiety (Multilingual Matters, 2017).

Jean-Marc Dewaele is Professor in Applied Linguistics and Multilingualism, Birkbeck, University of London¸ UK. He has been working in the field for close to 30 years and has published extensively on multilingualism and emotion. He is General Editor of the Journal of Multilingual and Multicultural Development.

Jim King is based at the University of Leicester, UK where he directs postgraduate courses in Applied Linguistics and TESOL. His research interests centre around psychological aspects of foreign language education, with a particular focus on learner silence. He is co-editor (with Seiko Harumi) of East Asian Perspectives on Silence in English Language Education (Multilingual Matters, 2020).



Ihre Fragen, Wünsche oder Anmerkungen
Vorname*
Nachname*
Ihre E-Mail-Adresse*
Kundennr.
Ihre Nachricht*
Lediglich mit * gekennzeichnete Felder sind Pflichtfelder.
Wenn Sie die im Kontaktformular eingegebenen Daten durch Klick auf den nachfolgenden Button übersenden, erklären Sie sich damit einverstanden, dass wir Ihr Angaben für die Beantwortung Ihrer Anfrage verwenden. Selbstverständlich werden Ihre Daten vertraulich behandelt und nicht an Dritte weitergegeben. Sie können der Verwendung Ihrer Daten jederzeit widersprechen. Das Datenhandling bei Sack Fachmedien erklären wir Ihnen in unserer Datenschutzerklärung.