Emotional Challenges Faced by L2 Teachers When Teaching and Assessing Students with Learning Disabilities and Difficulties

Dunn, Michael; Ernst‐Slavit, Gisela

doi:10.1007/978-3-319-75438-3_13

Cited by 2 publications

(2 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Many foreign language teachers have students struggling with learning in their classrooms. Foreign language teaching issues can contribute to teachers' anxiety about whether to launch a referral process for special education and how to implement and manage intervention programming (Dunn & Ernst-Slavit, 2018). In this regard, considering the important role of teacher beliefs in language teaching (Kubanyiova & Feryok, 2015), Barcelos and Aragão (2018) discussed the findings of studies on teacher emotions carried out with both preservice and in-service teachers of English in Brazil.…”

Section: Challengesmentioning

confidence: 99%

Recognising and Expressing Emotions: Difficulties of Children with Autism Spectrum Disorder in Learning a Foreign Language and How to Resolve Them

Tuna

2023

CEPSj

View full text Add to dashboard Cite

Recognising emotions, facial expressions and tone of voice and body language, expressing and managing their own emotions, and understanding and responding to other people’s emotions are often difficult for children with autism spectrum disorder. Since the emotional codes of individuals with autism spectrum disorder are different, those people will possibly be awkward in expressing some throughout their lives. Although it might seem that children with autism spectrum disorder do not respond emotionally, the ability to understand their facial expressions could lead to an improvement in their social interaction difficulties. In addition, since autistic expressions might be unique to each child, recognising their emotions is important when delivering a personalised intervention to a child with autism spectrum disorder. In recent decades, researchers have become increasingly interested in the role of emotions in learning and teaching a foreign language beyond heavily investigated topics such as foreign language anxiety and motivation and attitudes towards the foreign language. In this paper, how emotions impact the motivation and success of children with autism spectrum disorder while they are learning a foreign language is presented. Challenges, opportunities and future research directions in this domain are given.

show abstract

Section: Challengesmentioning

confidence: 99%

Recognising and Expressing Emotions: Difficulties of Children with Autism Spectrum Disorder in Learning a Foreign Language and How to Resolve Them

Tuna

2023

CEPSj

View full text Add to dashboard Cite

show abstract

“…In other words, different teaching environments cause diverse emotional experiences of teachers, which entails that teacher emotions are context-specific in EFL learning and teaching. For example, previous studies have addressed EFL teacher emotions in relation to decision making in the selection and adaptation of ELT materials ( Tomlinson, 2018 ), the evaluation process of special education ( Dunn and Ernst-Slavit, 2018 ), and ESL teachers’ interaction with the school community ( Nguyen, 2018 ). Among the various sources of EFL teacher emotions, interaction with students in EFL classroom is probably the most important one.…”

Section: Efl Teacher Emotionmentioning

confidence: 99%

Chinese Tertiary-Level English as a Foreign Language Teachers’ Emotional Experience and Expression in Relation to Teacher-Student Interaction

Xie

Jiang

2021

Front. Psychol.

View full text Add to dashboard Cite

The present study examines the emotional experience and expression of Chinese tertiary-level English as a foreign language (EFL) teachers and their interaction with their students. Data were drawn from semi-structured in-depth interviews with 10 EFL teachers recruited from seven universities of different levels in China and were analyzed in light of Emotional Geography Theory. The results reveal that Chinese tertiary-level EFL teachers experience more negative emotions than positive ones. The emotions most frequently reported by them are anger, enjoyment, anxiety, disappointment, and ambivalence. When it comes to emotional expressions, Chinese tertiary-level EFL teachers tend to display positive emotions by following the emotional rules of school settings. This study also uncovers that EFL teaching in Chinese universities is characterized by EFL teachers’ physical and moral distance from but political closeness to students, all of which are the sources of EFL teachers’ negative emotions. The need for providing positive psychology intervention for EFL teachers is then suggested.

show abstract

Emotional Challenges Faced by L2 Teachers When Teaching and Assessing Students with Learning Disabilities and Difficulties

Cited by 2 publications

References 10 publications

Recognising and Expressing Emotions: Difficulties of Children with Autism Spectrum Disorder in Learning a Foreign Language and How to Resolve Them

Recognising and Expressing Emotions: Difficulties of Children with Autism Spectrum Disorder in Learning a Foreign Language and How to Resolve Them

Chinese Tertiary-Level English as a Foreign Language Teachers’ Emotional Experience and Expression in Relation to Teacher-Student Interaction

Contact Info

Product

Resources

About