Details

Autor(en) / Beteiligte

• Benesch, Sarah

Titel

Emotions and English Language Teaching: Exploring Teachers’ Emotion Labor

Auflage

1

Ort / Verlag

Oxford: Routledge

Erscheinungsjahr

2017

Link zum Volltext

Quelle

Alma/SFX Local Collection

Beschreibungen/Notizen

• “This book brilliantly applies the important concept of ‘emotion labor’ to the English language teaching arena. It provides important insights into the difficult expectations and challenges teachers often face, and the ever-present role of power in emotion-related aspects of teachers’ lives and work. The author takes a critical approach, well grounded in theory, yet always returning to practice, as she focuses on interviews with teachers about their own work and classrooms.” Stephanie Vandrick, University of San Francisco, USA “Insightful and provocative, this book explores how teachers respond to their students’ needs, what goes on in their classroom, and the institutional policies they face on a daily basis. It provides an important pedagogical tool to help effect the necessary changes needed in the classroom and schools.” Christian W. Chun, University of Massachusetts Boston, USA “One of the strongest impressions a reader takes away from this book is the necessity not to ‘solve’ the problem of emotions or emotion labor but, rather, that teachers should make emotions central to their teaching identities and practices.” Paul McPherron, Hunter College, The City University of New York, USA Taking a critical approach that considers the role of power, and resistance to power, in teachers’ affective lives, Sarah Benesch examines the relationship between English language teaching and emotions in postsecondary classrooms. The exploration takes into account implicit feeling rules that may drive institutional expectations of teacher performance and affect teachers’ responses to and decisions about pedagogical matters. Based on interviews with postsecondary English language teachers, the book analyzes ways in which they negotiate tension— theorized as emotion labor—between feeling rules and teachers’ professional training and/or experience, in particularly challenging areas of teaching: high-stakes literacy testing; responding to student writing; plagiarism; and attendance. Discussion of this rich interview data offers an expanded and nuanced understanding of English language teaching, one positing teachers’ emotion labor as a framework for theorizing emotions critically and as a tool of teacher agency and resistance. Taking a critical approach that considers the role of power, and resistance to power, in teachers’ affective lives, Sarah Benesch examines the relationship between English language teaching and emotions in postsecondary classrooms. The exploration takes into account implicit feeling rules that may drive institutional expectations of teacher performance and affect teachers’ responses to and decisions about pedagogical matters. Based on interviews with postsecondary English language teachers, the book analyzes ways in which they negotiate tension—theorized as emotion labor—between feeling rules and teachers’ professional training and/or experience, in particularly challenging areas of teaching: high-stakes literacy testing; responding to student writing; plagiarism; and attendance. Discussion of this rich interview data offers an expanded and nuanced understanding of English language teaching, one positing teachers’ emotion labor as a framework for theorizing emotions critically and as a tool of teacher agency and resistance.