Exploring Iranian ESP teachers’ emotion labor: a critical perspective

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Mostafa Nazari, Sedigheh Karimpour, Mobina Amjadi
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Abstract

Despite the growth of research on English for specific purposes (ESP) teachers over the past two decades, the scope of research that focally examines ESP teachers’ emotions is limited. The present study explored 10 Iranian ESP teachers’ emotion labor. Collecting data from questionnaires, narrative frames, and semi-structured interviews, we show how contextual discourses, policies, and expectations of ESP instruction interact with the teacher participants across four areas of pedagogy, assessment, materials, and curriculum and culture. Our findings indicated that content featured as a significant factor in the teachers’ emotions, agency, and identity directly, indirectly, and specifically through content-related discourses and participants. More specifically, it is not necessarily the content itself that along with language shape ESP teachers’ professional sense-making; rather, the way content manifolds in institutional work and interacts with language through various contextualities, modalities, and participants functions more profoundly in ESP teachers’ work. We provide implications for ESP teachers to draw on their collegial potentials to form communities of practice that positively contribute to their professional growth and transform their negative emotions into mutual emotionality.

Abstract Image

探索伊朗 ESP 教师的情感劳动:批判性视角
尽管在过去二十年里,有关专门用途英语(ESP)教师的研究不断增加,但集中考察 ESP 教师情感的研究范围却很有限。本研究探讨了 10 名伊朗 ESP 教师的情绪劳动。通过问卷调查、叙事框架和半结构式访谈收集数据,我们展示了ESP教学的背景话语、政策和期望如何在教学法、评估、教材、课程和文化四个领域与教师参与者相互作用。我们的研究结果表明,教学内容直接、间接、特别是通过与教学内容相关的话语和参与者,成为影响教师情感、能动性和身份认同的重要因素。更具体地说,不一定是内容本身和语言塑造了ESP教师的专业意识;相反,内容在机构工作中的表现方式,以及通过各种情境、模式和参与者与语言相互作用的方式,在ESP教师的工作中发挥着更深刻的作用。我们为ESP教师提供的启示是,利用他们的同事潜能形成实践社区,积极促进他们的专业成长,并将他们的负面情绪转化为相互的情感。
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来源期刊
Asian-Pacific Journal of Second and Foreign Language Education
Asian-Pacific Journal of Second and Foreign Language Education Arts and Humanities-Language and Linguistics
CiteScore
2.90
自引率
5.60%
发文量
40
审稿时长
5 weeks
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