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Chinese Journal of Applied Linguistics

Ed. by Wen, Qiufang


CiteScore 2018: 0.10

SCImago Journal Rank (SJR) 2018: 0.103
Source Normalized Impact per Paper (SNIP) 2018: 0.030

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2192-9513
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Waning and Waxing of Love: Unpacking Layers of Teacher Emotion

Wendy Li / Hima Rawal
Published Online: 2019-01-22 | DOI: https://doi.org/10.1515/cjal-2018-0038

Abstract

In this study, we investigated how an English-as-medium-of-instruction mathematics teacher in China and an English teacher in Nepal fell into and out of love with the teaching profession. A theoretical framework of love, which drew from the theorization of love in Barcelos and Coelho (2016) and Lanas and Zembylas (2015), was adopted to provide guidance for our understanding of the construct and our interpretation of the data. In this framework, love is conceptualized as being communicated through teachers’ attending to individual students, and building a mutually supportive learning environment. In addition, love is also seen as socially and historically constructed. Our data include interviews, teaching materials, and other curricular artifacts. Our findings revealed that teachers’ love toward the profession sustains their investment in teaching, and their love of their students helps them accept the students on the latter’s own terms. In addition, a loving relationship between teachers and students was also instantiated in the mutual understanding and support between both parties during classroom interactions. Finally, we also demonstrate how our two focal teachers’ love of the profession was either enhanced or worn out due to work-related sociopolitical factors.

Keywords: love; language teacher emotions; passion; positivity resonance

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About the article

Wendy Li

Wenjing (Wendy) LI is a Ph.D. candidate of Second Language Studies Program at Michigan State University. She joined the program in fall 2015. Before coming to the United States, she taught English as a foreign language in different educational institutions in China for more than two years. Her research interests include language socialization, language teacher identity, emotions, and language pedagogy. She holds an M.A. in TESOL from Lancaster University, UK.

Hima Rawal

Hima RAWAL holds an MA in TESOL from Michigan State University and Master of Education (M.Ed.) in English Education from Tribhuvan University, Nepal. Currently, she is a Ph.D. student in the Second Language Studies Program at Michigan State University. Her research interests include language teacher professional development, teacher identity/ideologies, teacher/learner beliefs and emotions, study abroad, translanguaging in multilingual classrooms, linguistic landscape and South Asian languages in diaspora settings.


Published Online: 2019-01-22

Published in Print: 2018-11-27


Citation Information: Chinese Journal of Applied Linguistics, Volume 41, Issue 4, Pages 552–570, ISSN (Online) 2192-9513, ISSN (Print) 2192-9505, DOI: https://doi.org/10.1515/cjal-2018-0038.

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