Hopkyns, Sarah;
Dovchin, Sender;
(2024)
Translanguaging and emotionality of English as a second language (ESL) teachers.
International Review of Applied Linguistics in Language Teaching
, 62
(3)
pp. 1257-1278.
10.1515/iral-2024-0094.
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Abstract
Teaching is by no means ‘an emotion-free zone’, and teachers are often emotionally challenged in front of their students. When teaching and learning takes place via a second language, the emotional landscape of the classroom becomes especially charged. Often there is a notable gap between expected emotions or ‘emotional rules’ in English as a Second Language (ESL) classrooms and genuine emotions which results in ‘emotional labour’ for ESL teachers. Especially, ‘English only’ language policies and monolingual ideologies can lead ESL teachers and students to experience a range of emotions around authentic language use in the form of translanguaging. While research on students’ attitudes toward translanguaging has mushroomed in recent years, fewer studies have concentrated on the emotions of teachers in relation to translanguaging in the ESL classroom. To bridge this research gap, this study investigates six university teachers’ emotions related to translanguaging via semi-structured interviews in ESL classroom settings across three Asian countries (Mongolia, Japan, and the United Arab Emirates). The study revealed complex and conflicting teacher emotions around translanguaging including pride, comfort (related to feelings of safety), shame (related to linguistic inferiority complexes), guilt, and frustration. Based on the findings, practical recommendations are provided on the need for greater awareness and open dialogue on emotions in ESL classrooms for improved teacher and student wellness.
| Type: | Article |
|---|---|
| Title: | Translanguaging and emotionality of English as a second language (ESL) teachers |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1515/iral-2024-0094 |
| Publisher version: | https://doi.org/10.1515/iral-2024-0094 |
| Language: | English |
| Additional information: | Copyright © 2024 the author(s), published by De Gruyter. This work is licensed under the Creative Commons Attribution 4.0 International License, https://creativecommons.org/licenses/by/4.0/. |
| Keywords: | Translanguaging; teacher emotions; ESL classrooms; language policy; ideologies |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10208119 |
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