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ERIC Number: EJ1113334
Record Type: Journal
Publication Date: 2016-Sep
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0039-8322
Emotions and Language Teacher Identity: Conflicts, Vulnerability, and Transformation
Song, Juyoung
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v50 n3 p631-654 Sep 2016
This study discusses how the shifting teaching context via globalization generates new demands for English language teachers, and how teachers' emotional responses to this shift affect their identity and practice. Based on interviews with five secondary English teachers in South Korea, the study presents these teachers' conflicted stories such as "cover" and "secret" stories regarding study abroad returnee students in their classrooms. These stories were analyzed in relation to teachers' emotional experiences of "vulnerability" (Lasky, 2005) to examine how vulnerability affects teachers' orientations to their ongoing professional development--contributing to or preventing their pedagogical and self-transformation. Teachers who experienced the protective dimension evinced conflicted stories about returnee students, which is grounded in those teachers' own anxiety about their competence and the "sacred story" about the teacher as all-knowing. The open vulnerability of other teachers, together with their confidence in personal language skills and practice, encouraged attentiveness to individual students and a curriculum of lived experience for both teachers and students. The emotional experiences described in this study allow the subjectivity of language teachers to be traced to its social and institutional contexts.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea
Grant or Contract Numbers: N/A