Considering Emotions in Critical English Language Teaching: Theories and Praxis

Groundbreaking in the ways it makes new connections among emotion, critical theory, and pedagogy, this book explores the role of students#xE2;#xAC;" and teachers#xE2;#xAC;" emotions in college instruction, illuminating key literacy and identity challenges faced by immigrant students learning English in postsecondary institutions. Offering a rich blend of, and interplay between, theory and practice, it asks: How can emotions be theorized from a critical perspective so that classroom events can be understood not just from cognitive and/or social perspectives but also from affective ones? How are English language teachers#xE2;#xAC;" and learners#xE2;#xAC;" complex and shifting emotions, such as disappointment, indignation, and love, related to social factors, such as race, class, gender, and ethnicity? How might institutional requirements and classroom events in ELT be examined in ways that link criticality and affectivity? How might attention to emotions lead to more democratic and satisfying educational experiences? 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.