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Bifurcating and balancing: Language teachers’ emotion regulation motives and professional identity construction in cross‐cultural contexts

Year: 2024

Type: article

Abstract: This study investigated language teachers’ emotion regulation motives (ERMs) and their identity construction in cross‐cultural contexts. Drawing upon qualitative data about eight Chinese as a second language teachers for international students through semi‐structured interviews, classroom observation, and document collection, the study identified three overarching motives and six identities of language teachers: teacher as instructor and disciplinarian who regulated emotions for improving teaching effectiveness, teacher as caregiver and observer who regulated emotions for navigating teacher–student relationships, and teacher as mediator and defender who regulated emotions for reconciling cultural differences. These findings revealed the multifaceted, discipline‐specific, and contradictory nature of language teachers’ ERMs and reflected their balancing of sub‐identities to construct their professional identities in cross‐cultural contexts.

Source: International Journal of Applied Linguistics

DOI: 10.1111/ijal.12604

Authors: Jiying Han, Haoyu Zhuang, Hongbiao Yin, Yan Cai

Institutions: Shandong University, Chinese University of Hong Kong

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,090