12. Should I Stay or Leave? Exploring L2 Teachers’ Profession from an Emotionally Inflected Framework

Chapters in this book

1. Frontmatter i
2. Contents v
3. Tables, Figures and Images vii
4. Acknowledgments ix
5. Contributors xi
6. Foreword xix
7. 1. Introduction to the Emotional Rollercoaster of Language Teaching 1
8. 2. The Thrills and Ills of Content and Language Integrated Learning 13
9. 3. Utilising the Emotional Labour Scale to Analyse the Form and Extent of Emotional Labour among Foreign Language Teachers in the US Public School System 31
10. 4. Theorising Emotions from a Critical Perspective: English Language Teachers’ Emotion Labour when Responding to Student Writing 53
11. 5. ‘Opening Pandora’s Box’: Language Teachers’ Dynamic Emotional Experiences of Conducting Action Research 70
12. 6. Resilience in Language Teaching: Adaptive and Maladaptive Outcomes in Pre-Service Teachers 89
13. 7. Past L2 Selves, Emotions and Classroom Group Dynamics: The Don’t Ask, Can’t Tell Policy 111
14. 8. ‘Critical Incidents’ in Language Teachers’ Narratives of Emotional Experience 131
15. 9. ‘Please Teach Me How to Teach’: The Emotional Impact of Educational Change 150
16. 10. Investigating Dynamic Changes in Elementary School Teachers’ Anxiety when Teaching English 173
17. 11. Emotion Regulation among University EFL Teachers in Japan: The Dynamic Interplay between Context and Emotional Behaviour 193
18. 12. Should I Stay or Leave? Exploring L2 Teachers’ Profession from an Emotionally Inflected Framework 211
19. 13. Dealing with the Emotions of Teaching Abroad: Searching for Silver Linings in a Difficult Context 228
20. 14. The Well of Language Teachers’ Emotional Well-Being 247
21. 15. What Psychological, Linguistic and Sociobiographical Variables Power EFL/ESL Teachers’ Motivation? 269
22. 16. Concluding Thoughts on the Emotional Rollercoaster of Language Teaching 288
23. Index 296