‎“I Don’t Like Working Hard to Materialize Another Person’s Dreams”: ‎The Emotion Labor and Identity Dilemma of a Novice Iranian Female ‎EFL Teacher at Private Language Institutes

Publish Year: 1402
نوع سند: مقاله ژورنالی
زبان: English
View: 42

This Paper With 26 Page And PDF Format Ready To Download

  • Certificate
  • من نویسنده این مقاله هستم

استخراج به نرم افزارهای پژوهشی:

لینک ثابت به این Paper:

شناسه ملی سند علمی:

JR_AREUIT-12-2_008

تاریخ نمایه سازی: 18 فروردین 1403

Abstract:

Emotion labor is defined as any conflict between institutional demands and teachers’ professional beliefs and preferences. Engaging in emotion labor is an inevitable aspect of becoming a language teacher. Scholars agree that language teacher agency and identity are closely tied to emotion labor. This fact particularly looms large for novice language teachers, who tend to perceive contradictions between what they imagine prior to entering the profession and what they actually experience in their teaching contexts. This case study applied activity theory (Engeström, ۲۰۱۵) and Gee’s (۲۰۰۰) identity framework to explore how the emotion labor experienced by a novice Iranian female teacher of English as a foreign language (EFL) over a five-year career period at three private language institutes affected her language teacher agency and identity. The findings, obtained from class observations and semi-structured interviews, highlight two major sources of emotion labor: ۱) profit-oriented policy, and ۲) performance-constraining factors within the institute, which caused the participant to contemplate quitting her job. Implications and further research are discussed in line with the interplay among emotion labor, language teacher identity, and well-being.

Authors

Yasser Aminifard ‎

Ph.D. Candidate, Department of Foreign Languages and Linguistics, Shiraz University, ‎Shiraz, Iran

Rahman Sahragard ‎

Professor, Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran

Luis Pentón Herrera ‎

Professor, Department of English Philology, Akademia Ekonomiczno-Humanistyczna w ‎Warszawie, Poland

مراجع و منابع این Paper:

لیست زیر مراجع و منابع استفاده شده در این Paper را نمایش می دهد. این مراجع به صورت کاملا ماشینی و بر اساس هوش مصنوعی استخراج شده اند و لذا ممکن است دارای اشکالاتی باشند که به مرور زمان دقت استخراج این محتوا افزایش می یابد. مراجعی که مقالات مربوط به آنها در سیویلیکا نمایه شده و پیدا شده اند، به خود Paper لینک شده اند :
  • Alsup, J. (۲۰۰۶). Teacher identity discourses: Negotiating personal and professional ...
  • Ashton, K. (۲۰۲۰). Novice teacher agency in the multi-level language ...
  • Barkhuizen, G. (۲۰۱۶). A short story approach to analyzing teacher ...
  • Barkhuizen, G., & Mendieta, J. (۲۰۲۰). Teacher identity and good ...
  • Benesch, S. (۲۰۱۷). Emotions and English language teaching: Exploring teachers’ ...
  • Benesch, S. (۲۰۱۸). Emotions as agency: Feeling rules, emotion labor, ...
  • Benesch, S. (۲۰۲۰b). Emotions and activism: English language teachers’ emotion ...
  • Block, D. (۲۰۱۷). Journey to the center of language teacher ...
  • Charmaz, K. (۲۰۰۶). Constructing grounded theory: A practical guide through ...
  • Dörnyei, Z. (۲۰۰۷). Research methods in applied linguistics. Oxford University ...
  • Engeström, Y. (۲۰۰۱). Expansive learning at work: Toward an activity ...
  • Engeström, Y. (۲۰۱۵). Learning by expanding: An activity-theoretical approach to ...
  • Engeström, Y., & Sannino, A. (۲۰۱۰). Studies of expansive learning: ...
  • Gee, J. P. (۲۰۰۰). Identity as an analytic lens for ...
  • Golombek, P., & Doran, M. (۲۰۱۴). Unifying cognition, emotion, and ...
  • Hiver, P., & Whitehead, G. (۲۰۱۸). Sites of struggle: Classroom ...
  • Hochschild, A. R. (۱۹۸۳). The managed heart: Commercialization of human ...
  • Johnson, K. E., & Golombek, P. R. (۲۰۱۶). Mindful L۲ ...
  • Kanno, Y., & Stuart, C. (۲۰۱۱). Learning to become a ...
  • Lee, I. (۲۰۱۳). Becoming a writing teacher: Using “identity” as ...
  • Liu, Y., & Xu, X. (۲۰۱۱). Inclusion or exclusion?: A ...
  • Mercer, S. (۲۰۲۰). The well-being of language teachers in the ...
  • Nazari, M., & Karimpour, S. (۲۰۲۲). The role of emotion ...
  • Pentón Herrera, L. J., Martínez-Alba, G., & Trinh, E. T. ...
  • Polkinghorne, D. E. (۱۹۹۵). Narrative configuration in qualitative analysis. International ...
  • Riazi, A. M. (۲۰۰۵). The four language stages in the ...
  • Riazi, M. (۲۰۱۶). The Routledge encyclopedia of research methods in ...
  • Rolland, L., Dewaele, J-M., & Costa, B. (۲۰۲۰). Planning and ...
  • Schutz, P. A., & Lee, M. (۲۰۱۴). Teacher emotion, emotional ...
  • Song, J. (۲۰۱۶). Emotions and language teacher identity: Conflicts, vulnerability, ...
  • Tao, J., & Gao, X. (۲۰۱۷). Teacher agency and identity ...
  • Varghese, M., Morgan, B., Johnston, B., & Johnson, K. (۲۰۰۵). ...
  • White, C. (۲۰۱۸). Language teacher agency. In S. Mercer, and ...
  • Wolff, D., & De Costa, P. (۲۰۱۷). Expanding the language ...
  • نمایش کامل مراجع