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Critical Emotional Reflexivity for TESOL: The What, Why, and How

Critical Emotional Reflexivity for TESOL: The What, Why, and How

Aide Chen, Julie S. Byrd Clark
Copyright: © 2023 |Pages: 30
ISBN13: 9781668483800|ISBN10: 1668483807|ISBN13 Softcover: 9781668483848|EISBN13: 9781668483817
DOI: 10.4018/978-1-6684-8380-0.ch007
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MLA

Chen, Aide, and Julie S. Byrd Clark. "Critical Emotional Reflexivity for TESOL: The What, Why, and How." Mentoring and Reflective Teachers in ESOL and Bilingual Education, edited by JungKang Miller and Bahar Otcu-Grillman, IGI Global, 2023, pp. 148-177. https://doi.org/10.4018/978-1-6684-8380-0.ch007

APA

Chen, A. & Clark, J. S. (2023). Critical Emotional Reflexivity for TESOL: The What, Why, and How. In J. Miller & B. Otcu-Grillman (Eds.), Mentoring and Reflective Teachers in ESOL and Bilingual Education (pp. 148-177). IGI Global. https://doi.org/10.4018/978-1-6684-8380-0.ch007

Chicago

Chen, Aide, and Julie S. Byrd Clark. "Critical Emotional Reflexivity for TESOL: The What, Why, and How." In Mentoring and Reflective Teachers in ESOL and Bilingual Education, edited by JungKang Miller and Bahar Otcu-Grillman, 148-177. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-8380-0.ch007

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Abstract

This chapter explores the meaning, significance, and applications of critical emotional reflexivity in order to facilitate TESOL teacher preparation. It begins with historical trends of reflexivity and emotional practices in pedagogy and research. After delving into the nuanced definitions and roles of reflexivity, the chapter presents the concept of critical emotional reflexivity and its significance in TESOL. A conceptual framework, drawing on the theories of transformative, social-emotional, and reflexive learning, is then proposed with the aim of operationalizing the integration of critical emotional reflexivity in teaching. The chapter further demonstrates how an autobiographical reflexive approach can enhance the planning and implementation of activities aimed at fostering critical emotional reflexivity among English as an additional language student teachers. This approach thus enables language teachers to critically examine emotional experiences in sociopolitical terms, offering them the possibilities for transforming both their conceptual and pedagogical practices.

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