Emotions as Entanglements: Unpacking Teachers' Emotion Management and Policy Negotiation in English-Medium Instruction Programmes

Autor/in	Sah, Pramod K.
Titel	Emotions as Entanglements: Unpacking Teachers' Emotion Management and Policy Negotiation in English-Medium Instruction Programmes
Quelle	In: Language Learning Journal, 51 (2023) 5, S.607-620 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sah, Pramod K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2023.2243954
Schlagwörter	Teacher Attitudes; Language of Instruction; Language Attitudes; Content and Language Integrated Learning; English (Second Language); Second Language Learning; Emotional Experience; Educational Policy; Language Usage; Sociocultural Patterns; Professional Autonomy; Professional Identity; Language Proficiency; Negative Attitudes; Indo European Languages; Bilingualism; Code Switching (Language); Native Language; Creativity; Student Needs; Teacher Student Relationship; Foreign Countries; Multilingualism; Public School Teachers; Nepal + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teaching language; Unterrichtssprache; Sprachverhalten; CLIL; Lernkonzept; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Politics of education; Bildungspolitik; Sprachgebrauch; Soziokulturelle Theorie; Berufsfreiheit; Language skill; Language skills; Sprachkompetenz; Negative Fixierung; Indoeuropäisch; Bilingualismus; Kreativität; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Mehrsprachigkeit; Multilingualismus
Abstract	There is a dearth of knowledge on the emotional challenges content-area teachers in English-medium instruction (EMI) programmes face, and how they manage their emotions in their efforts to negotiate a top-down language policy. This paper examines the entangled emotional experiences of EMI content-area teachers in Nepal's school education. In contrast to a psychological approach to teachers' emotions, this article draws on sociocultural and ideological perspectives on emotions to unpack a connection between emotions, institutional language policies, language ideologies, identity, and teacher agency. The analysis of EMI teachers' emotional dynamics essentially identifies their emotions as 'entanglements,' reflecting the interconnectedness of emotions with other variables such as language ideology, identity, and agency in content-and-language-integrated education. The findings of this study showed that teachers' limited English proficiency led to negative emotions (e.g. anxiety, fear, frustration, and shame), stimulating them to use English-Nepali bilingualism as a creative strategy to manage their emotional challenges and also to exercise their agency in response to their students' needs. However, their translanguaging strategy -- which otherwise might have included the students' home language, Bhojpuri -- was restricted by hegemonic language ideologies. The findings show that multilingual teachers typically do not experience emotions in a vacuum but in response to other social phenomena. The paper supports the argument that teacher emotion management is not an apolitical process but is rather ideologically and discursively constructed and situated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01