The Emotional Rollercoaster of Language Teaching / / ed. by Christina Gkonou, Jean-Marc Dewaele, Jim King.

• Superior document: Title is part of eBook package: De Gruyter DG Plus PP Package 2020 Part 2
• MitwirkendeR: Acheson, Kris,; Arnold, Jane,; Benesch, Sarah,; Burns, Anne,; De Costa, Peter,; Dewaele, Jean-Marc,; Edwards, Emily,; Falout, Joseph,; Gkonou, Christina,; Gregersen, Tammy,; Hofstadler, Nicole,; Humphries, Simon,; Ikeda, Maiko,; Imai, Hiroyuki,; King, Jim,; Kostoulas, Achilleas,; Li, Wendy,; Lämmerer, Anita,; MacIntyre, Peter D.,; Macmillan, Nicole,; Mercer, Sarah,; Miller, Elizabeth R.,; Morris, Sam,; Nelson, Robert,; Oxford, Rebecca L.,; Rawal, Hima,; Takeuchi, Osamu,; Talbot, Kyle,
• HerausgeberIn: Dewaele, Jean-Marc,; Gkonou, Christina,; King, Jim,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2020]; ©2020
• Year of Publication: 2020
• Language: English
• Series: Psychology of Language Learning and Teaching
• Physical Description: 1 online resource (296 p.)
• Other title: Frontmatter --; Contents --; Tables, Figures and Images --; Acknowledgments --; Contributors --; Foreword --; 1. Introduction to the Emotional Rollercoaster of Language Teaching --; 2. The Thrills and Ills of Content and Language Integrated Learning --; 3. Utilising the Emotional Labour Scale to Analyse the Form and Extent of Emotional Labour among Foreign Language Teachers in the US Public School System --; 4. Theorising Emotions from a Critical Perspective: English Language Teachers’ Emotion Labour when Responding to Student Writing --; 5. ‘Opening Pandora’s Box’: Language Teachers’ Dynamic Emotional Experiences of Conducting Action Research --; 6. Resilience in Language Teaching: Adaptive and Maladaptive Outcomes in Pre-Service Teachers --; 7. Past L2 Selves, Emotions and Classroom Group Dynamics: The Don’t Ask, Can’t Tell Policy --; 8. ‘Critical Incidents’ in Language Teachers’ Narratives of Emotional Experience --; 9. ‘Please Teach Me How to Teach’: The Emotional Impact of Educational Change --; 10. Investigating Dynamic Changes in Elementary School Teachers’ Anxiety when Teaching English --; 11. Emotion Regulation among University EFL Teachers in Japan: The Dynamic Interplay between Context and Emotional Behaviour --; 12. Should I Stay or Leave? Exploring L2 Teachers’ Profession from an Emotionally Inflected Framework --; 13. Dealing with the Emotions of Teaching Abroad: Searching for Silver Linings in a Difficult Context --; 14. The Well of Language Teachers’ Emotional Well-Being --; 15. What Psychological, Linguistic and Sociobiographical Variables Power EFL/ESL Teachers’ Motivation? --; 16. Concluding Thoughts on the Emotional Rollercoaster of Language Teaching --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781788928342; 9783110696295; 9783110704716; 9783110704518; 9783110704761; 9783110704563; 9783110689600; 9783110696301
• DOI: 10.21832/9781788928342
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: ed. by Christina Gkonou, Jean-Marc Dewaele, Jim King.

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.