scholarly journals An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital

2020 ◽  
Author(s):  
Christina Gkonou ◽  
Elizabeth R. Miller
Keyword(s):  
Teacher Reflection ◽  
Language Teacher ◽  
Emotion Labor ◽  
Emotional Capital

scholarly journals Language teacher agency, emotion labor and emotional rewards in tertiary-level English language programs

System ◽  
2018 ◽  
Vol 79 ◽  
pp. 49-59 ◽  
Author(s):  
Elizabeth R. Miller ◽  
Christina Gkonou
Keyword(s):  
English Language ◽  
Teacher Agency ◽  
Tertiary Level ◽  
Language Teacher ◽  
Language Programs ◽  
Emotion Labor ◽  
English Language Programs

To translanguage or not to translanguage: Ideology, practice, and intersectional identities

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Yuzuko Nagashima ◽  
Luke Lawrence
Keyword(s):  
Qualitative Research ◽  
Social Context ◽  
Applied Linguistics ◽  
Research Area ◽  
Analytical Tool ◽  
Research Approach ◽  
Professional Lives ◽  
Two Stage ◽  
Language Teacher ◽  
Emotion Labor

AbstractTranslanguaging is an emerging research area within applied linguistics that blurs the lines between named languages used by bi- and multilingual language users and considers all languages to be part of the individual’s single semiotic repertoire. In parallel with this emergence, issues surrounding language teacher identities and emotion labor have also become prominent sites of research in applied linguistics. In this paper we adopt a unique two-stage qualitative research approach involving aspects of narrative knowledging and duoethnography in order to investigate the challenges and obstacles faced by teachers of English in implementing translanguaging practices in their personal and professional lives. By using intersectionality as an analytical tool, we found that the challenges to making use of translanguaging practices were intimately and intricately linked with personal identities and social context. The results suggest that decisions surrounding translanguaging practices can be seen as context-dependent, discursively produced constructions, rather than the cut and dried options that they have been presented as in previous literature.

Analyzing CMS affordances through the RAT framework for online language teacher education: A case study

2012 ◽  
Author(s):  
Esther Smidt ◽  
James Schumann ◽  
Karen Clement ◽  
Jesse Greenleaf ◽  
Mandy Nelson ◽  
...  
Keyword(s):  
Teacher Education ◽  
Language Teacher Education ◽  
Language Teacher

Can Any Foreign Language Teacher Also Teach Translation?

2020 ◽  
Author(s):  
Olga Petrova
Keyword(s):  
Foreign Language ◽  
Language Teacher

E-Learning Resources In Language Teacher Training

2019 ◽  
Author(s):  
Marina Scherbakova
Keyword(s):  
Teacher Training ◽  
Learning Resources ◽  
Language Teacher ◽  
E Learning

Intercultural Competence and Critical English Language Teacher Education

2018 ◽  
Vol 73 (4) ◽  
pp. 125-147
Author(s):  
Hyunjung Shin ◽  
Mihyon Jeon
Keyword(s):  
Teacher Education ◽  
Intercultural Competence ◽  
English Language ◽  
Language Teacher Education ◽  
Language Teacher

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

Sign in / Sign up

Export Citation Format

Share Document