Abstract
Book Review: The Emotional Rollercoaster of Language Teaching
Highlights
As a key factor in positive psychology (Moneta, 2014), has long been researched in the psychological field, it has received less attention in the field of language teacher education (King and Sarah Ng, 2018; Martínez Agudo, 2018)
The chapters discuss the emotional labor of foreign language teachers in the US public school system (Chapter 3) and at a US university (Chapter 4), the emotional experience of English teachers in six tertiary education programs in the United States and United Kingdom (Chapter 8), and, the emotional labor and burnout of Japanese language teachers (Chapter 9) and Nepali English teachers (Chapter 12)
The chapters consider the subjective wellbeing of CLIL teachers in Austria (Chapter 2); language teacher identity and emotion in an action research program (Chapter 5); the resilience of pre-service language teachers in their first practicum (Chapter 6); past L2 selves, emotions, and classroom group dynamics (Chapter 7); the anxiety of Japanese elementary school English teachers in a training intervention program (Chapter 10); the emotional well-being of language teachers (Chapter 14); and EFL/ESL teachers’ motivation and emotional intelligence (Chapter 15)
Summary
As a key factor in positive psychology (Moneta, 2014), has long been researched in the psychological field, it has received less attention in the field of language teacher education (King and Sarah Ng, 2018; Martínez Agudo, 2018). The first group (Chapters 3, 4, 8, 9, and 12) includes representative topics about teacher emotions.
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