Emotional Turn in Second Language Teacher Education
Prospects and Possibilities
Emotional Turn in Second Language Teacher Education: Prospects and Possibilities
Peter De Costa (Michigan State University)
Following the sociocultural turn in teacher emotion research and the broader and deepening interest in affect within adjacent fields of psychology, second language acquisition, sociolinguistics, and linguistic anthropology, I explore second language (L2) teacher emotions from a positive psychology and critical perspective. The former perspective draws on recent developments in positive teacher psychology research, while the latter takes into account the sociopolitical dimensions of language teacher education. Importantly, both lines of research consider the ecologies in which teachers are embedded. To illustrate the vibrant and burgeoning language teacher emotion research agenda, I elaborate on three recently published studies. The presentation closes with a discussion of implications for pedagogy, policy and research.
Peter De Costa (PhD) is an Associate Professor in the Department of Linguistics and Languages and the Department of Teacher Education at Michigan State University. His primary areas of research are identity and ideology in SLA. His work has appeared in numerous international journals in the areas of applied linguistics and language education. Together with colleagues, he has recently co-edited special journal issues on scalar approaches to language learning and teaching, teacher identity, study abroad research methodologies, and World Englishes and second language acquisition. He is the author of The Power of Identity and Ideology in Language Learning (Springer, 2016) and editor of Ethics in Applied Linguistics Research (Routledge, 2016). He is the co-editor of the journal TESOL Quarterly.