Intersectional
approaches
to
teacher
education
have
gained
prominence
in
recent
years,
and
calls
been
made
for
an
intersectional,
justice-oriented
framework
be
at
the
core
of
all
educator
programs.
Although
intersectionality
is
just
beginning
emerge
as
a
theoretical,
methodological,
pedagogical
area
language
teaching
issues
race
nonnative
English-speaking
teachers’
status
already
examined
critically
English
speakers
other
languages.
Understanding
between
speaker
crucial
redefining
nature
identities
fluid,
dynamic,
dialogic,
contextualized.
It
equally
important
comprehend
how
teachers
negotiate
construct
their
by
reevaluating
experiences
with
dominant
ideologies
various
contexts.
In
this
paper,
we
first
offer
critical
examination
research
conducted
area,
specifically
focusing
on
intersections
reveal
dichotomy
native
teachers.
Then,
focus
importance
adopting
intersectional
framework,
its
inherent
premise
justice,
programs
provide
some
suggestions
these
could
enhanced
including
explicit
component.
As
final
note
purpose
it
essential
underscore
that
employing
entails
transformative
vision
both
professionals
who
teach
languages
learners
goal
disrupting
hidden
spaces
inequalities
oppression.
IRAL - International Review of Applied Linguistics in Language Teaching,
Год журнала:
2024,
Номер
unknown
Опубликована: Июнь 20, 2024
Abstract
This
study
examines
the
cognitive-emotional
dialectics
of
Chinese
learners
English
in
terms
both
speech
and
co-speech
gestures
their
second
language
development
within
lens
Vygotsky’s
sociocultural
theory.
qualitative
focuses
on
different
learning
contexts
analyzes
data
from
interviews
emotional
narrative
tasks
experience.
Overall
findings
showed
that
learners’
emotion
cognition
interacted
contexts,
worked
to
influence
cognition-emotion
participant’s
perezhivanie
.
implies
inextricable
unity
development,
emphasizes
role
shaping
perezhivaniya
Innovation in Language Learning and Teaching,
Год журнала:
2024,
Номер
unknown, С. 1 - 13
Опубликована: Авг. 29, 2024
Purpose
Although
theory
and
research
on
language
teacher
autonomy
emotion
have
substantially
grown
in
recent
years,
little
has
examined
their
intersections.
Drawing
the
theoretical
standpoint
of
perezhivanie
situated
within
a
narrative
inquiry
design,
this
study
explored
Iranian
English
teachers'
emotion.
Intersectional
approaches
to
teacher
education
have
gained
prominence
in
recent
years,
and
calls
been
made
for
an
intersectional,
justice-oriented
framework
be
at
the
core
of
all
educator
programs.
Although
intersectionality
is
just
beginning
emerge
as
a
theoretical,
methodological,
pedagogical
area
language
teaching
issues
race
nonnative
English-speaking
teachers’
status
already
examined
critically
English
speakers
other
languages.
Understanding
between
speaker
crucial
redefining
nature
identities
fluid,
dynamic,
dialogic,
contextualized.
It
equally
important
comprehend
how
teachers
negotiate
construct
their
by
reevaluating
experiences
with
dominant
ideologies
various
contexts.
In
this
paper,
we
first
offer
critical
examination
research
conducted
area,
specifically
focusing
on
intersections
reveal
dichotomy
native
teachers.
Then,
focus
importance
adopting
intersectional
framework,
its
inherent
premise
justice,
programs
provide
some
suggestions
these
could
enhanced
including
explicit
component.
As
final
note
purpose
it
essential
underscore
that
employing
entails
transformative
vision
both
professionals
who
teach
languages
learners
goal
disrupting
hidden
spaces
inequalities
oppression.
