Language Teacher Identity and Emotions in a Duoethnographic Narrative: The Perspective of  Teacher, Parent, and Teacher Educator

Joanna Rokita-Jaśkow; Dorota Werbińska

doi:10.31261/TAPSLA.12686

Published: 2023-07-21

Vol. 9 No. 2 (2023)

Language Teacher Identity and Emotions in a Duoethnographic Narrative: The Perspective of Teacher, Parent, and Teacher Educator

Joanna Rokita-Jaśkow

, Dorota Werbińska

Section: Articles

https://doi.org/10.31261/TAPSLA.12686

Abstract

Teacher identity building rather than learning teaching in terms of skills and subsystems has recently been acknowledged as a priority in future teacher preparation. Several teacher identity models have been offered, including the 3A Language Teacher Identity Framework (3ALTIF) (Werbińska, 2017a) in which teacher identity comprises affiliation (teachers’ willingness to teach), attachment (teachers’ beliefs related to their teaching) and autonomy (teachers’ agentive, reflective, and resilient powers). With hindsight, it seems that the 3ALTIF, which
drew on other identity models available at the time of its conception, does not address the affective side of language teacher identity explicitly enough and therefore can hardly embrace the uniqueness of this profession. That is why we decided to explore the issue of emotions more deeply and conduct a lengthy duoethnographic narrative to consider the 3ALTIF’s ‘missing’ component for the future ‘improvement’ of the 3ALTIF. Duoethnography was chosen as a qualitative research method thanks to its novelty, its suitability for investigating identity issues and the opportunity it provides for us to explain and express ourselves. In our
duoethnographic dialogues we focused on our own emotions from three perspectives: former school language teachers, language teachers as parents, and language teacher educators, all of which are the roles we have played. The findings reveal our experience of emotions that once affected us and also suggest that emotions are not only psychological constructs but have social dimensions as well.

Keywords:

language teacher identity , emotions , duoethnography , teacher narratives

Download files

PDF

Citation rules

Rokita-Jaśkow, J., & Werbińska, D. (2023). Language Teacher Identity and Emotions in a Duoethnographic Narrative: The Perspective of Teacher, Parent, and Teacher Educator. Theory and Practice of Second Language Acquisition, 9(2), 1–26. https://doi.org/10.31261/TAPSLA.12686

Cited by / Share

References

Ahmed, S. (2004). The cultural politics of emotion. Routledge.
Google Scholar

Alsup, J. (2019). Millennial teacher identity discourses. Routledge.
Google Scholar

Banegas, D. L., & Gerlach, D., (2021). Critical language teacher education: A duoethnography of teacher educators’ identities and agency. System, 98. https://doi.org/10.1016/j.system.2021.102474
Google Scholar

Barcelos, A. M. F. (2015). Unveiling the relationship between language learning beliefs, emotions, and identities. Studies in second language learning and teaching, 5(2), 301–325.
Google Scholar

Barkhuizen, G. (2017). Reflections on language teacher identity research. Routledge.
Google Scholar

Barkhuizen, G., & Strauss, P. (2020). Communicating identities. Routledge.
Google Scholar

Benesch, S. (2012). Considering emotions in critical English language teaching. Routledge.
Google Scholar

Benesch, S. (2018). Emotions as agency: Feeling rules, emotion labor, and English language teachers’ decision-making. System, 79, 60–69. https://doi.org/10.1016/j.system.2018.03.015
Google Scholar

Benson, P., Barkhuizen, G., Bodycott, P., & Brown, J. (2013). Second language identity in narratives of study abroad. Palgrave Macmillan.
Google Scholar

Bielak, J., & Mystkowska-Wiertelak, A. (2020). Language teachers’ interpersonal learner-directed emotion-regulation strategies. Language Teaching Research. https://doi.org/10.1177/1362168820912352
Google Scholar

Block, D., Gray J., & Holborow, M. (2012). Neoliberalism and applied linguistics. Routledge.
Google Scholar

Bronfenbrenner, U. (1979). Understanding children in context: The ecological model of human development. Harvard University Press.
Google Scholar

Brown, D. H. Principles of language learning and teaching. Second edition. Prentice Hall.
Google Scholar

Budzińska, K. (2018). Positive institutions: Case study. Theory and Practice of Second Language Acquisition, 4(2). Retrieved from https://www.journals.us.edu.pl/index.php/TAPSLA/article/view/6295
Google Scholar

Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21, 193–218. https://doi.org/10.1007/s10648-009-9106-y
Google Scholar

Cheung, Y. L., Said, S. B., & Park, K. (2015). Advances and current trends in language teacher identity research. Routledge.
Google Scholar

Chomsky, N. (1957). Syntactic structures. De Gruyter.
Google Scholar

Chomsky, N. (1963). Aspects of the theory of syntax. Massachusetts Institute of Technology.
Google Scholar

Csikszentmihalyi, M. (2009). Flow: The psychology of optimal experience. Harper Collins.
Google Scholar

Clarke, M. (2009). The ethico-politics of teacher identity. Educational Philosophy and Theory, 41(2), 185–200.
Google Scholar

Davies, B., & Harré, R. (2001). Positioning: The Discursive Production of Selves. In M. Wetherell, S. Taylor, & S. Yates (Eds.), Discourse theory and practices (pp. 261–271). Sage.
Google Scholar

Day, C. (2018). Professional identity matters: Agency, emotions, and resilience. In P. A. Scutz, J. Hong, & Francis, D. C. (Ed.), Research on teacher identity (pp. 61–70). Springer.
Google Scholar

De Costa, P. I., & Norton, B. (2016). Identity in language learning and teaching: Research agendas for the future. In S. Preece (Ed.), Routledge handbook of language and identity (pp. 586–601). Routledge.
Google Scholar

De Costa, P. I., Li, W., & Rawal, H. (2019). Language teacher emotions. Encyclopedia of teacher education, 1–4. https://doi.org/10.1007/978-981-13-1179-6_262-1
Google Scholar

Dewaele, J. M. (2018). The Relationship between trait emotional intelligence and experienced ESL/EFL teachers’ love of English, attitudes towards their students and institution, self-reported classroom practices, enjoyment and creativity. Chinese Journal of Applied Linguistics, 41(4), 468–487. https://doi.org/10.1515/cjal-2018-0034
Google Scholar

Dὅrnyei, Z. (2020). Innovations and challenges in language learning motivation. Routledge.
Google Scholar

Douglas Fir Group. (2016). A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100(1), 19–47.
Google Scholar

Fairley, M. J. (2020). Conceptualizing language teacher education centered on language etacher identity development: A competencies-based approach and practical applications. TESOL Quarterly, 54(4), 1037–1064. https://doi.org/10.1002/tesq.568.
Google Scholar

Frydenberg, E. (2017). Coping and the challenge of resilience. Palgrave Macmillan.
Google Scholar

Gabryś-Barker, D., & Bielska, J. (Eds.) (2012). The affective dimension in second language acquisition. Multilingual Matters.
Google Scholar

Gabryś-Barker, D. (2012). Reflectivity in pre-service teacher education: A survey of theory and practice. Wydawnictwo Uniwersytetu Śląskiego.
Google Scholar

Gabryś-Barker, D., & Gałajda, D. (Eds.) (2016). Positive psychology perspectives on foreign language learning and teaching. Springer.
Google Scholar

Gallardo, M. (2019). Negotiating identity in modern foreign language teaching. Palgrave Macmillan.
Google Scholar

Gee, J. P. (2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.
Google Scholar

Gkonou, Ch., Dewaele, J.-M., & King, J. (Eds). (2020). The emotional rollercoaster of language teaching. Multilingual Matters.
Google Scholar

Golombek, P. (2015). Redrawing the boundaries of language teacher cognition: Language teacher educators’ emotion, cognition, and activity. Modern Language Journal, 99, 470–484.
Google Scholar

Gray, J., & Morton, T. (2018). Social interaction and English language teacher identity. Edinburgh University Press.
Google Scholar

Harbon, L. (2017). Acknowledging the generational and affective aspects of language teacher identity. In G. Barkhuizen (Ed.), Reflections on language teacher identity research. Routledge.
Google Scholar

Jackson, D., Firtko, A., & Edenborough, M. (2007). Personal resilience as a strategy for surviving and thriving in the face of workplace adversity: A literature review. Journal of Advanced Nursing, 60(1), 1–9. https://doi.org/10.1111/j.1365-2648.2007.04412.x
Google Scholar

Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities-in-practice. Modern Language Journal, 95(ii), 236–252.
Google Scholar

Keller, M. M., Chang, M. L., Becker, E. S., Goetz, T., & Frenzel, A. C. (2014). Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: An experience sampling study. Frontiers in Psychology, 5. https://doi.org/10.3389/fpsyg.2014.01442
Google Scholar

Lasky, S. (2000). The cultural and emotional politics of teacher-parent interactions. Teaching and Teacher Education, 16(8), 843–860. https://doi.org/10.1016/S0742-051X(00)00030-5.
Google Scholar

Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching & Teacher Education, 21, 899–916.
Google Scholar

Lowe, R., & Kiczkowiak, M. (2016). Native-speakerism and the complexity of personal experience: A duoethnographic study. Cogent Education, 3(1): 1264171.
Google Scholar

Lowe, R. J., & Lawrence, L. (Ed.) (2020). Duoethnography in English language teaching: Research, reflection and classroom application. Multilingual Matters.
Google Scholar

Martínez Agudo, Juan de Dios (Eds.) (2018). Emotions in second language teaching. Theory, research and teacher education. Springer.
Google Scholar

Maslach, C., & M. P. Leiter (2006). Teacher burnout: A research agenda. In R. Vandenberghe & A. M. Huberman (Eds.), Undersatnding and preventing teacher burnout (pp. 295–303). CUP.
Google Scholar

Medgyes, P. (1994). The non-native teacher. Macmillan.
Google Scholar

Mercer, S. & Gregersen, T. (2020). Teacher wellbeing. Oxford University Press.
Google Scholar

Norris, J., & Sawyer R.D. (2017). Introduction: The efficay of duoethnography in teaching and learning: A return to the roots. In J. Norris & R. D. Sawyer (Eds.), Theorizing curriculum studies, teacher education, and research through duoethnographic pedagogy (pp. 1–14). Palgrave Macmillan.
Google Scholar

Olsen, B. (2016). Teaching for success. Routledge.
Google Scholar

Pavlenko, A., & J. Lantolf. (2000). Second language learning as participation and (re)construction of selves. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 155–177). Oxford University Press.
Google Scholar

Pennington, M. (2015). Teacher identity in TESOL: A frames perspective. In Y. L. Cheung, S. Ben Said, & K. Park (Eds.), Advances and current trends in language teacher identity research (pp. 16–30). Routledge.
Google Scholar

Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.
Google Scholar

Pinar, W.F. (1978). The reconceptualisation of curriculum studies. Journal of Curriculum Studies, 10(3), 205–214. http://dx.doi.org/10.1080/0022027780100303
Google Scholar

Richards, J. C. (1998). Textbooks: Help or hindrance in teaching? In J. C. Richards (Ed.), Beyond training (pp. 125–140). Cambridge University Press.
Google Scholar

Rudolph, N., Selvi A. F., & Yazan, B. (2020). The complexity of identity and interaction on language education. Multilingual Matters.
Google Scholar

Sawyer, R. D., & J. Norris (2013). Duoethnography. Oxford University Press.
Google Scholar

Schutz, P. A., Hong, J., & Francis, C. D. (2018). Reseach on teacher identity. Springer.
Google Scholar

Smith, M. (2018). Supporting the professional development of English language teachers. Taylor & Francis.
Google Scholar

Song, J. (2016). Emotions and language teacher identity: Conflicts, vulnerability, and transformation. TESOL Quarterly, 50(3), 631–654. https://doi.org/10.1002/tesq.312
Google Scholar

Trent, J. (2015). Towards a multifaceted, multidimensional framework for understanding teacher identity. In Y. L. Cheung, S. Ben Said, & K. Park (Eds.), Advances and Current Trends in Language Teacher Identity Research (pp. 44–58). Routledge.
Google Scholar

Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21–44.
Google Scholar

Varghese, M., Motha, S., Park, G., Reeves, J., & Trent, J. (2016). In this Issue. TESOL Quarterly, 50(3), 545–571.
Google Scholar

Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge University Press.
Google Scholar

Werbińska, D. (2016). Language-Teacher Professional Identity: Focus on Discontinuities from the Perspective of Teacher Affiliation, Attachment and Autonomy. In: C. Gkonou, S. Mercer & T. Dieter (Eds.). New Directions in Language Learning Psychology. (pp. 135–157). Springer.
Google Scholar

Werbińska, D. (2017a). The Formation of language teacher professional identity. A phenomenographic-narrative study. Wydawnictwo Akademii Pomorskiej w Słupsku.
Google Scholar

Werbińska, D. (2017b). A teacher-in-context: Negotiating professional identity in a job promotion examination. Apples—Journal of Applied Language Studies, 11(2), 103–123.
Google Scholar

Werbińska, D. (2020). Language teacher positioning in a teacher promotion examination: A small story approach. Neofilolog, 54(1), 133–153.
Google Scholar

Wolff, D., & De Costa, P. I. (2017). Expanding the Language Teacher Identity Landscape: An Investigation of the Emotions and Strategies of a NNEST. Modern Language Journal, 101(c), 76–90. https://doi.org/10.1111/modl.12370
Google Scholar

Zembylas, M. (2005). Teaching with emotion: A postmodern enactment. Information Age Publishing.
Google Scholar

Vol. 9 No. 2 (2023)
Published: 2023-08-28

ISSN: 2450-5455

eISSN: 2451-2125

10.31261/tapsla

Publisher

Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press

Submit