Emotions and Language Teacher Identity: Conflicts, Vulnerability, and Transformation

Abstract

This study discusses how the shifting teaching context via globalization generates new demands for English language teachers, and how teachers' emotional responses to this shift affect their identity and practice. Based on interviews with five secondary English teachers in South Korea, the study presents these teachers' conflicted stories such as cover and secret stories regarding study abroad returnee students in their classrooms. These stories were analyzed in relation to teachers' emotional experiences of “vulnerability” (Lasky, 2005) to examine how vulnerability affects teachers' orientations to their ongoing professional development—contributing to or preventing their pedagogical and self‐transformation. Teachers who experienced the protective dimension evinced conflicted stories about returnee students, which is grounded in those teachers' own anxiety about their competence and the “sacred story” about the teacher as all‐knowing. The open vulnerability of other teachers, together with their confidence in personal language skills and practice, encouraged attentiveness to individual students and a curriculum of lived experience for both teachers and students. The emotional experiences described in this study allow the subjectivity of language teachers to be traced to its social and institutional contexts.