Bifurcating and balancing: Language teachers’ emotion regulation motives and professional identity construction in cross‐cultural contexts

Author:

Han Jiying1ORCID,Zhuang Haoyu1,Yin Hongbiao2ORCID,Cai Yan3

Affiliation:

1. Department of English Language and Literature School of Foreign Languages and Literature, Shandong University Jinan China

2. Department of Curriculum and Instruction, Faculty of Education The Chinese University of Hong Kong Hong Kong SAR China

3. Department of International Chinese Education College of International Education, Shandong University Jinan China

Abstract

AbstractThis study investigated language teachers’ emotion regulation motives (ERMs) and their identity construction in cross‐cultural contexts. Drawing upon qualitative data about eight Chinese as a second language teachers for international students through semi‐structured interviews, classroom observation, and document collection, the study identified three overarching motives and six identities of language teachers: teacher as instructor and disciplinarian who regulated emotions for improving teaching effectiveness, teacher as caregiver and observer who regulated emotions for navigating teacher–student relationships, and teacher as mediator and defender who regulated emotions for reconciling cultural differences. These findings revealed the multifaceted, discipline‐specific, and contradictory nature of language teachers’ ERMs and reflected their balancing of sub‐identities to construct their professional identities in cross‐cultural contexts.

Publisher

Wiley

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