Can Teachers Know Learners’ Minds? Teacher Empathy and Learner Body Language in English Language Teaching

McAlinden, Maggie

doi:10.1007/978-3-319-06185-6_5

Cited by 5 publications

(1 citation statement)

References 68 publications

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“…The study developed five overlapping theoretical propositions that together formed a tentative theory of intercultural teacher empathy in English language teaching (see McAlinden, 2014). This section presents and discusses proposition five which states that the teachers positioned themselves as being, or in the process of becoming, interculturally effective teachers, and that they viewed teacher empathy as central to this professional identity.…”

Section: Findings and Discussionmentioning

confidence: 99%

English Language Teachers’ Conceptions of Intercultural Empathy and Professional Identity: A Critical Discourse Analysis

McAlinden¹

2018

AJTE

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English language teaching is intercultural in nature, and like all human activity, involves emotion and emotional understanding. Empathy is a means through which people can understand and express concern and care for one another. This article focuses on findings from a qualitative study that explored intercultural empathy in a culturally and linguistically diverse educational setting in Australia. A constructivist grounded theory research design was combined with Critical Discourse Analysis to develop theory inductively. An interpretation of the data as Discourse found connections and tensions in participants' conceptions of themselves as empathic, interculturally effective teachers.

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Section: Findings and Discussionmentioning

confidence: 99%

English Language Teachers’ Conceptions of Intercultural Empathy and Professional Identity: A Critical Discourse Analysis

McAlinden¹

2018

AJTE

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Teacher Emotion in Emergency Online Teaching: Ecstasies and Agonies

McAlinden

Dobinson

2021

Emergency Remote Teaching and Beyond

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The art of belonging: exploring the effects on the English classroom when poetry meets multilingual digital storytelling

Hirsch¹,

Macleroy

2019

English in Education

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This paper explores what happened in the English classroom when two innovative projects merged and spoken word poetry became part of multilingual digital storytelling. As a Spoken Word Educator and Teacher Educator, we wanted to explore the complexity of bringing together these multimodal art forms. Making a poem come to life though film is hard and the research presented here interrogates these processes through working with a group of 13-14 year old students in the English classroom. Spoken word, digital storytelling and multilingualism are positioned within their emerging research fields, but remain on the margins of classroom activities. The critical ethnographic action research project examined how learning in the English classroom could be different. In the process of bringing together spoken word and multilingual digital storytelling, these students interrogate notions of belonging and uncover stories that matter through emotional and creative encounters with personal and cultural artefacts. These young people discover a shared imagery across languages and cultures and reclaim ownership over learning in the English classroom. Foregrounding spoken word and multilingualism in the English classroom had a transformative effect on young people's self-expression and imaginative thinking. In creating Belonging -A Spoken Word Film these students assert their multivoicedness.

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Can Teachers Know Learners’ Minds? Teacher Empathy and Learner Body Language in English Language Teaching

Cited by 5 publications

References 68 publications

English Language Teachers’ Conceptions of Intercultural Empathy and Professional Identity: A Critical Discourse Analysis

English Language Teachers’ Conceptions of Intercultural Empathy and Professional Identity: A Critical Discourse Analysis

Teacher Emotion in Emergency Online Teaching: Ecstasies and Agonies

The art of belonging: exploring the effects on the English classroom when poetry meets multilingual digital storytelling

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