Groundbreaking in the ways it makes new connections among
emotion, critical theory, and pedagogy, this book explores the role
of students and teachers emotions in college instruction,
illuminating key literacy and identity issues faced by immigrant
students learning English in postsecondary institutions. Offering a
rich blend of, and interplay between, theory and practice, it
asks:
- How have emotions and affect been theorized from a critical
perspective, and how might these theories be applied to English
language teaching and learning?
- What do complex and shifting emotions, such as hope,
disappointment, indignation, and compassion, have to do with
English language teaching and learning in the neoliberal context in
public universities?
- How might attention to emotions lead to deeper understanding of
classroom interactions and more satisfying educational experiences
for English language teachers and students?
These questions are addressed not just theoretically, but also
practically with examples from college classes of assigned
readings, student writing, and classroom talk in which various
emotions came into play. Thought-provoking, accessible, and useful,
this is a must-read book for scholars, students, and teachers in
the field of English language teaching.
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