This book seeks to understand how language teachers regulate and use their emotions to best serve themselves and their students. It furthers research in the field by providing an in-depth theoretical discussion of emotion regulation alongside a comprehensive exploration in Japan. The study at the heart of the book focuses on three important features: the strategies language teachers employ to regulate their emotions, the motives that they regulate in aid of, and the various contextual factors shaping their strategy and motive decision-making. The findings reveal numerous ways that language teacher emotion regulation is empowered and constrained by identities, notions of good practice, critical experiences and external pressures. The book provides theoretical models of emotion regulation alongside recommendations for researchers, trainers and teachers who are interested in understanding more about the emotional dimension of the language classroom.
Table of Content
Acknowledgements
Copyright Notice
Acknowledgement of Financial Support
Figures and Tables
Foreword
Chapter 1. Introduction to Language Teacher Emotion Regulation
Chapter 2. Theoretical Perspectives on Emotion Regulation
Chapter 3. Emotion Regulation in Applied Linguistics
Chapter 4. The Non-Japanese Teacher in Japan
Chapter 5. A Study of Emotion Regulation
Chapter 6. Environment
Chapter 7. Attention
Chapter 8. Cognition
Chapter 9. Response
Chapter 10. Conclusion: Language Teacher Emotion Regulation
Appendices
References
Index
About the author
Sam Morris is a Specially Appointed Associate Professor in the Centre for Foreign Language Education and Research at Rikkyo University, Japan. His research explores the affective dimensions of language teaching and learning, with a particular focus on language teacher emotion regulation.
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