Miller, Elizabeth R and Gkonou, Christina (2018) 'Language teacher agency, emotion labor and emotional rewards in tertiary-level English language programs.' System, 79. pp. 49-59. ISSN 0346-251X

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Abstract

Research on language teacher agency and language teacher emotions has demonstrated that both are central components of teacher identity and practice. However, few researchers have explored the co-constitutive effects of agency and emotion for language teachers or the role of emotion labor in producing emotional rewards. This article addresses these underexplored components of language teaching through reporting on the findings of a qualitative study with language teachers in tertiary settings in the U.K. and the U.S. The study drew on language teachers' questionnaire (n = 30) and semi-structured interview (n = 25) responses in identifying the most common emotions experienced by these teachers and how their relationships with students engendered emotion labor as well as emotional rewards. We consider these aspects of teacher experience in terms of discourses of teaching-as-caring and Foucault’s (1983) concept of ethical self-formation.

Item Type:	Article
Uncontrolled Keywords:	Emotion labor; Teacher agency; Ethical self-formation; Teaching-as-caring
Subjects:	L Education > L Education (General) P Language and Literature > PE English
Divisions:	Faculty of Social Sciences Faculty of Social Sciences > Language and Linguistics, Department of
SWORD Depositor:	Elements
Depositing User:	Elements
Date Deposited:	28 Mar 2018 16:24
Last Modified:	18 Aug 2022 12:14
URI:	http://repository.essex.ac.uk/id/eprint/21758

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