Λεπτομέρειες βιβλιογραφικής εγγραφής
| Τίτλος: |
Language teacher emotions in motion: duoethnographic accounts of multilingual teaching in Canadian contexts. |
| Συγγραφείς: |
Chen, Aide1 (AUTHOR) achen343@uwo.ca, Li, Alyssa Mengxue1 (AUTHOR) |
| Πηγή: |
Language & Education: An International Journal. Sep2026, Vol. 40 Issue 5, p1064-1080. 17p. |
| Θεματικοί όροι: |
*Language teachers, *Multilingual education, *Contextual analysis, *Psychology of teachers, *Ethnology research, *Educators |
| Περίληψη: |
This duoethnographic study explores how language teacher emotions unfold in Canadian multilingual teaching settings through an ecological analysis of two early-career EAL educators' experiences. Over one semester, we paired weekly reflective journals with dialogic conversations across TESOL, college EAP, and LINC contexts to document salient teacher emotions such as anxiety, frustration, embarrassment, guilt, and joy. Findings show that microsystem classroom interactions necessitated rapid moment-to-moment regulation; mesosystem communication and program-level gaps heightened stress; exosystem forces such as funding cuts and learners' lived geopolitical realities generated sorrow and emotional masking; macrosystem ideologies including native-speakerism and teacher infallibility magnified insecurity; and chronosystem time pressures increased fatigue while deepening relational bonds. This ecological duoethnographic lens reveals the layered, relational nature of teacher emotions and moves beyond single-emotion or single-level accounts. We outline implications for emotional literacy, peer support structures, transparent policy communication, and workload design, while also suggesting directions for future research. [ABSTRACT FROM AUTHOR] |
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