Christina Gkonou
Biographic Data
| ID | 5144694 |
|---|---|
| NAME | Christina Gkonou |
| GIVEN NAMES | Christina |
| FAMILY NAME | Gkonou |
| SIGNATURE | GKONOU C |
| AFFILIATIONS | University of Essex |
| ORCID | 0000-0003-2712-6976 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 87 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Investigating Entanglements in Experienced Language Teachers’ Sense of Belonging and What Belonging Does
The vast body of research on language teacher identity from the past two decades along with more recent research on language teacher emotions has shown that identity and emotions are mutually shaping facets of language teachers’ professional lives. (Un)belonging is a key link between teacher identity and emotions in that the feeling of belonging typically corresponds to insider identities and unbelonging with peripheral or outsider status. Howeve…
Exploring Teacher Caring as a “Happy Object” in Language Teacher Accounts of Happiness
This article explores how the language teachers in our study associated particular teaching experiences with feeling happy in qualitative interview accounts. Adopting a critical poststructural orientation, it uses the concept of sticky objects (Ahmed 2010; Benesch 2017) to explore how contexts, social discourses, relationships and emotional norms are entangled in and shape emotions such as happiness. More particularly, it adopts Ahmed’s (2010) no…
Forum on “The emotional landscape of English medium instruction (EMI) in higher education”
The studies presented in this special issue on the emotional landscape of English medium instruction (EMI) in higher education settings offer valuable insights into the variety of emotions that get entangled in policies, discourses, and practices in local EMI contexts, and the emotional effects of EMI on various stakeholders, such as students, teachers, and administrators. It is also important to contemplate 1) how the research findings can be ap…
Sites of belonging
English-medium education in multilingual university settings (EMEMUS) hosts a complex concoction of emotions amongst stakeholders. English-medium instruction (EMI) dominates higher education in the United Arab Emirates (UAE). For students, EMI creates both affordances and pressures resulting in pride, confidence, anxiety, guilt, shame, and (un)belonging. For university teachers, navigating EMEMUS can be an ‘emotion-laden process’ involving shifti…
Relationality in language teacher emotion regulation
Although previous research has shown that teaching is replete with emotion (Zembylas, 2004) and that emotion regulation should be viewed as a key teacher competence (Brackett, Palomera, Mojsa-Kaja, Reyes, & Salovey, 2010; Gkonou & Mercer, 2017), there is still much that we do not know about how such regulation is performed in teachers’ day-to-day teaching practice. In this article, we explore the nature of emotion regulation among 50 language tea…
An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital
In this article the researchers explore the notion of emotional capital in relation to language teachers’ emotion labor and the role of reflection in understanding their emotional experiences. They draw on interview narratives with teachers ( N = 25) working in higher education institutions in the United States and United Kingdom. During these interview conversations, the researchers elicited accounts of teachers’ emotionally charged experiences …
Caring and emotional labour
This study examines how a group of eight teachers of English as a foreign language (EFL) in Greece discuss their efforts to address their students’ language anxiety (LA). We found that in most cases, these teachers’ efforts are motivated by an ethic of care (Noddings, 1988, 2005, 2013) in which they seek to construct positive relationships with students in order to help mitigate their students’ LA. Though desirable, such efforts often result in ‘…
Language teacher agency, emotion labor and emotional rewards in tertiary-level English language programs
New Insights into Language Anxiety
Introduction
Language teacher agency, emotion labor and emotional rewards in tertiary-level English language programs
An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital
In this article the researchers explore the notion of emotional capital in relation to language teachers’ emotion labor and the role of reflection in understanding their emotional experiences. They draw on interview narratives with teachers ( N = 25) working in higher education institutions in the United States and United Kingdom. During these interview conversations, the researchers elicited accounts of teachers’ emotionally charged experiences …
Relationality in language teacher emotion regulation
Although previous research has shown that teaching is replete with emotion (Zembylas, 2004) and that emotion regulation should be viewed as a key teacher competence (Brackett, Palomera, Mojsa-Kaja, Reyes, & Salovey, 2010; Gkonou & Mercer, 2017), there is still much that we do not know about how such regulation is performed in teachers’ day-to-day teaching practice. In this article, we explore the nature of emotion regulation among 50 language tea…
Investigating Entanglements in Experienced Language Teachers’ Sense of Belonging and What Belonging Does
The vast body of research on language teacher identity from the past two decades along with more recent research on language teacher emotions has shown that identity and emotions are mutually shaping facets of language teachers’ professional lives. (Un)belonging is a key link between teacher identity and emotions in that the feeling of belonging typically corresponds to insider identities and unbelonging with peripheral or outsider status. Howeve…
New Insights into Language Anxiety
Introduction
Language teacher agency, emotion labor and emotional rewards in tertiary-level English language programs
Caring and emotional labour
This study examines how a group of eight teachers of English as a foreign language (EFL) in Greece discuss their efforts to address their students’ language anxiety (LA). We found that in most cases, these teachers’ efforts are motivated by an ethic of care (Noddings, 1988, 2005, 2013) in which they seek to construct positive relationships with students in order to help mitigate their students’ LA. Though desirable, such efforts often result in ‘…
An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital
In this article the researchers explore the notion of emotional capital in relation to language teachers’ emotion labor and the role of reflection in understanding their emotional experiences. They draw on interview narratives with teachers ( N = 25) working in higher education institutions in the United States and United Kingdom. During these interview conversations, the researchers elicited accounts of teachers’ emotionally charged experiences …
Exploring Teacher Caring as a “Happy Object” in Language Teacher Accounts of Happiness
This article explores how the language teachers in our study associated particular teaching experiences with feeling happy in qualitative interview accounts. Adopting a critical poststructural orientation, it uses the concept of sticky objects (Ahmed 2010; Benesch 2017) to explore how contexts, social discourses, relationships and emotional norms are entangled in and shape emotions such as happiness. More particularly, it adopts Ahmed’s (2010) no…
Forum on “The emotional landscape of English medium instruction (EMI) in higher education”
The studies presented in this special issue on the emotional landscape of English medium instruction (EMI) in higher education settings offer valuable insights into the variety of emotions that get entangled in policies, discourses, and practices in local EMI contexts, and the emotional effects of EMI on various stakeholders, such as students, teachers, and administrators. It is also important to contemplate 1) how the research findings can be ap…
Sites of belonging
English-medium education in multilingual university settings (EMEMUS) hosts a complex concoction of emotions amongst stakeholders. English-medium instruction (EMI) dominates higher education in the United Arab Emirates (UAE). For students, EMI creates both affordances and pressures resulting in pride, confidence, anxiety, guilt, shame, and (un)belonging. For university teachers, navigating EMEMUS can be an ‘emotion-laden process’ involving shifti…
Relationality in language teacher emotion regulation
Although previous research has shown that teaching is replete with emotion (Zembylas, 2004) and that emotion regulation should be viewed as a key teacher competence (Brackett, Palomera, Mojsa-Kaja, Reyes, & Salovey, 2010; Gkonou & Mercer, 2017), there is still much that we do not know about how such regulation is performed in teachers’ day-to-day teaching practice. In this article, we explore the nature of emotion regulation among 50 language tea…
Investigating Entanglements in Experienced Language Teachers’ Sense of Belonging and What Belonging Does
The vast body of research on language teacher identity from the past two decades along with more recent research on language teacher emotions has shown that identity and emotions are mutually shaping facets of language teachers’ professional lives. (Un)belonging is a key link between teacher identity and emotions in that the feeling of belonging typically corresponds to insider identities and unbelonging with peripheral or outsider status. Howeve…
Psychology (8 works) · Social Psychology (8 works) · EFL/ESL Teaching and Learning (6 works) · Sociology (6 works) · Linguistics (5 works) · Pedagogy (5 works) · Computer Science (4 works) · Emotional labor (3 works) · Language, Discourse, Communication Strategies (3 works) · Multilingual Education and Policy (3 works)