Emotions and English Language Teaching

Exploring Teachers’ Emotion Labor

Bibliographic Data

ID23394685
AuthorsSarah Benesch (corresponding author)
Year2017
Publication date2017-02-17
Open AccessNo
TypeBOOK
VenueEmotions and English Language Teaching (SOURCE_BOOK)
PublisherRoutledge (PUBLISHER • GB)
DOI10.4324/9781315736181
OpenAlexW4250161693
Open LibraryOL40023742M
ISBN9781315736181
LanguageEN
Citations received139

Taking a critical approach that considers the role of power, and resistance to power, in teachers’ affective lives, Sarah Benesch examines the relationship between English language teaching and emotions in postsecondary classrooms. The exploration takes into account implicit feeling rules that may drive institutional expectations of teacher performance and affect teachers’ responses to and decisions about pedagogical matters. Based on interviews with postsecondary English language teachers, the book analyzes ways in which they negotiate tension—theorized as emotion labor—between feeling rules and teachers’ professional training and/or experience, in particularly challenging areas of teaching: high-stakes literacy testing; responding to student writing; plagiarism; and attendance. Discussion of this rich interview data offers an expanded and nuanced understanding of English language teaching, one positing teachers’ emotion labor as a framework for theorizing emotions critically and as a tool of teacher agency and resistance.

English language · Linguistics · Computer Science · EFL/ESL Teaching and Learning · Philosophy · Psychology · Critical pedagogy · Education · Emotions · Emotions and cognition · English language, study and teaching (higher) · English language, study and teaching, foreign speakers · English teachers · higher · Langage et émotions · Language and emotions · Methodology · Professeurs d'anglais · Psychological aspects · Research · Study and teaching (Higher) · Teachers