Abstract
Although theory and research on English for Academic Purposes (EAP) practitioners have grown recently, there is little documented research on their emotions and identities. This study explored the emotion of 12 Iranian EAP practitioners and their role in their identity construction. Adopting a narrative inquiry methodology, the study examined the practitioners’ emotions across the Zembylas’s (2002) three-dimensional framework of teacher emotions and their role in the practitioners’ identity construction. Data analyses revealed that while the practitioners consider recognition from students as contributive to their positive emotions and identities, sociocultural-ideological discourses and power relations negatively influence their emotions and identities. Such idiosyncrasies were viewed to create huge dissonances between the practitioners’ self-images and their professional sense-making at personal, interpersonal, and macro-structural levels. The study offers implications regarding EAP practitioners’ emotions and identities situated within sociocultural localities of EAP instruction.
References
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Atai, M. R., & Nejadghanbar, H. (2017). Exploring Iranian ESP teachers' subject-related critical incidents. Journal of English for Academic Purposes, 29, 43-54. https://doi.org/10.1016/j.jeap.2017.08.001
Barkhuizen, G. (2016). A short story approach to analyzing teacher (imagined) identities over time. TESOL Quarterly, 50, 655-683. https://doi.org/10.1002/tesq.311
Barkhuizen, G., & Wette, R. (2008). Narrative frames for investigating the experiences of language teachers. System, 36, 372-387. https://doi.org/10.1016/j.system.2008.02.002
Basturkmen, H. (2014). LSP teacher education: Review of literature and suggestions for the research agenda. Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos, 28, 17-34.
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Chang, K. (2017). From EAP to ESP: A teacher’s identity development. Taiwan Journal of TESOL, 14(2), 71-100. https://doi.org/10.30397/TJTESOL.20171014(2).0004
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, California: Sage Publications.
De Costa, P. I., Rawal, H., & Li, W. (2018). L2 teachers’ emotions: A sociopolitical and ideological perspective. In M. Agudo & J. de Dios (Eds.), Emotions in second language teaching: Theory, research and teacher education (pp. 91-106). Springer.
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Ding, X., & De Costa, P. I. (2018). Faith-based teacher emotional experiences: A case study of a Veteran English lecturer in China. Chinese Journal of Applied Linguistics, 41(4), 532-551. https://doi.org/10.1515/cjal-2018-0037
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Eslamdoost, S., King, K. A., & Tajeddin, Z. (2020). Professional identity conflict and (re) construction among English teachers in Iran. Journal of Language, Identity and Education, 19, 327–341. https://doi.org/10.1080/15348458.2019.1676157
Estaji, M., & Rahimi, A. (2014). Revisiting the ESP teachers’ perception of resilience: A call for more professional development of teachers. The Asian ESP Journal, 10(1), 31-70.
Fairley, M. J. (2020). Conceptualizing language teacher education centered on language teacher identity development: A competencies‐based approach and practical applications. TESOL Quarterly, 1-28. https://doi.org/10.1002/tesq.568
Golombek, P., & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102-111. https://doi.org/10.1016/j.tate.2014.01.002
Hamp-Lyons, L. (2001). English for academic purposes. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 126-130). Cambridge: Cambridge University Press.
Iranmehr, A., Atai, M. R., & Babaii, E. (2018). Evaluation of EAP programs in Iran: Document analysis and expert perspectives. Applied Research on English Language, 7(2), 171-194. https://doi.org/10.22108/ARE.2018.104481.1123
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Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities-in-practice. The Modern Language Journal, 95(2), 236-252. https://doi.org/10.1111/j.1540 4781.2011.01178.x
Kayı-Aydar, H. (2019). Positioning theory in applied linguistics: Research design and
applications. Cham, Switzerland: Palgrave Macmillan.
Li, W. (2020). Unpacking the complexities of teacher identity: Narratives of two Chinese teachers of English in China. Language Teaching Research, 1-19. https://doi.org/10.1177/1362168820910955
Mazdayasna, G., & Tahririan, M. H. (2008). Developing a profile of the ESP needs of Iranian students: The case of students of nursing and midwifery. Journal of English for Academic Purposes, 7, 277-289. https://doi.org/10.1016/j.jeap.2008.10.008
Miller, E. R., & Gkonou, C. (2018). Language teacher agency, emotion labor and emotional rewards in tertiary-level English language programs. System, 79, 49-59. https://doi.org/10.1016/j.system.2018.03.002
Nguyen, M. H. (2019). English language teacher education: A sociocultural perspective on
preservice teachers’ learning in the professional experience. Springer.
Pennington, M.C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47, 5-23. https://doi.org/10.1177/0033688216631219
Song, J. (2016). Emotions and language teacher identity: Conflicts, vulnerability, and transformation. TESOL Quarterly, 50(3), 631-654. https://doi.org/10.1002/tesq.312
Soodmand Afshar, H. S., & Movassagh, H. (2016). EAP education in Iran: Where does the problem lie? Where are we heading? Journal of English for Academic Purposes, 22, 132-151. https://doi.org/10.1016/j.jeap.2016.04.002
Tao, J. T., & Gao, X. A. (2018). Identity constructions of ESP teachers in a Chinese university. English for Specific Purposes, 49, 1-13. https://doi.org/10.1016/j.esp.2017.09.003.
Tavakoli, M., & Tavakol, M. (2018). Problematizing EAP education in Iran: A critical ethnographic study of educational, political, and sociocultural roots. Journal of English for Academic Purposes, 31, 28-43. https://doi.org/10.1016/j.jeap.2017.12.007
Tsui, A. B. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4), 657-680. https://doi.org/10.1002/j.15457249.2007.tb00098.x
Yazan, B., & Lindahl, K. (2020). Language teacher identity in TESOL: Teacher education and practice as identity work. Routledge.
Zembylas, M. (2002). Constructing genealogies of teachers' emotions in science teaching. Journal of Research in Science Teaching, 39, 79-103. https://doi.org/10.1002/tea.10010
Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching, 9, 213-238. https://doi.org/10.1080/13540600309378
Atai, M. R., & Nejadghanbar, H. (2017). Exploring Iranian ESP teachers' subject-related critical incidents. Journal of English for Academic Purposes, 29, 43-54. https://doi.org/10.1016/j.jeap.2017.08.001
Barkhuizen, G. (2016). A short story approach to analyzing teacher (imagined) identities over time. TESOL Quarterly, 50, 655-683. https://doi.org/10.1002/tesq.311
Barkhuizen, G., & Wette, R. (2008). Narrative frames for investigating the experiences of language teachers. System, 36, 372-387. https://doi.org/10.1016/j.system.2008.02.002
Basturkmen, H. (2014). LSP teacher education: Review of literature and suggestions for the research agenda. Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos, 28, 17-34.
Benesch, S. (2017). Emotions in English language teaching: Exploring teachers’ emotion labor. Routledge/Taylor & Francis.
Benesch, S. (2020). Emotions and activism: English language teachers’ emotion labor as responses to institutional power. Critical Inquiry in Language Studies, 17, 26-41. https://doi.org/10.1080/15427587.2020.1716194
Campion, G. C. (2016). ‘The learning never ends’: Exploring teachers’ views on the transition from General English to EAP. Journal of English for Academic Purposes, 23, 59-70. https://doi.org/10.1016/j.jeap.2016.06.003
Chang, K. (2017). From EAP to ESP: A teacher’s identity development. Taiwan Journal of TESOL, 14(2), 71-100. https://doi.org/10.30397/TJTESOL.20171014(2).0004
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, California: Sage Publications.
De Costa, P. I., Rawal, H., & Li, W. (2018). L2 teachers’ emotions: A sociopolitical and ideological perspective. In M. Agudo & J. de Dios (Eds.), Emotions in second language teaching: Theory, research and teacher education (pp. 91-106). Springer.
Ding, A. (2019). EAP practitioner identity. In K Hyland & L.L.C. Wong (Eds.), Specialised English: new directions in ESP and EAP research and practice (pp. 63-76). Routledge.
Ding, A., & Campion, G. (2016). EAP teacher development. In K. Hyland & P. Shaw (Eds.), The Routledge handbook of English for academic purposes (pp. 547-559). New York, NY: Routledge.
Ding, X., & De Costa, P. I. (2018). Faith-based teacher emotional experiences: A case study of a Veteran English lecturer in China. Chinese Journal of Applied Linguistics, 41(4), 532-551. https://doi.org/10.1515/cjal-2018-0037
Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge: Cambridge University Press.
Eslamdoost, S., King, K. A., & Tajeddin, Z. (2020). Professional identity conflict and (re) construction among English teachers in Iran. Journal of Language, Identity and Education, 19, 327–341. https://doi.org/10.1080/15348458.2019.1676157
Estaji, M., & Rahimi, A. (2014). Revisiting the ESP teachers’ perception of resilience: A call for more professional development of teachers. The Asian ESP Journal, 10(1), 31-70.
Fairley, M. J. (2020). Conceptualizing language teacher education centered on language teacher identity development: A competencies‐based approach and practical applications. TESOL Quarterly, 1-28. https://doi.org/10.1002/tesq.568
Golombek, P., & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102-111. https://doi.org/10.1016/j.tate.2014.01.002
Hamp-Lyons, L. (2001). English for academic purposes. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 126-130). Cambridge: Cambridge University Press.
Iranmehr, A., Atai, M. R., & Babaii, E. (2018). Evaluation of EAP programs in Iran: Document analysis and expert perspectives. Applied Research on English Language, 7(2), 171-194. https://doi.org/10.22108/ARE.2018.104481.1123
Kaivanpanah, S., Alavi, M., Bruce, I., & Hejazi, Y. (2021). EAP in the expanding circle: Exploring the knowledge base, practices, and challenges of Iranian EAP practitioners. Journal of English for Academic Purposes, 50(1), 100971. https://doi.org/10.1016/j.jeap.2021.100971
Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities-in-practice. The Modern Language Journal, 95(2), 236-252. https://doi.org/10.1111/j.1540 4781.2011.01178.x
Kayı-Aydar, H. (2019). Positioning theory in applied linguistics: Research design and
applications. Cham, Switzerland: Palgrave Macmillan.
Li, W. (2020). Unpacking the complexities of teacher identity: Narratives of two Chinese teachers of English in China. Language Teaching Research, 1-19. https://doi.org/10.1177/1362168820910955
Mazdayasna, G., & Tahririan, M. H. (2008). Developing a profile of the ESP needs of Iranian students: The case of students of nursing and midwifery. Journal of English for Academic Purposes, 7, 277-289. https://doi.org/10.1016/j.jeap.2008.10.008
Miller, E. R., & Gkonou, C. (2018). Language teacher agency, emotion labor and emotional rewards in tertiary-level English language programs. System, 79, 49-59. https://doi.org/10.1016/j.system.2018.03.002
Nguyen, M. H. (2019). English language teacher education: A sociocultural perspective on
preservice teachers’ learning in the professional experience. Springer.
Pennington, M.C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47, 5-23. https://doi.org/10.1177/0033688216631219
Song, J. (2016). Emotions and language teacher identity: Conflicts, vulnerability, and transformation. TESOL Quarterly, 50(3), 631-654. https://doi.org/10.1002/tesq.312
Soodmand Afshar, H. S., & Movassagh, H. (2016). EAP education in Iran: Where does the problem lie? Where are we heading? Journal of English for Academic Purposes, 22, 132-151. https://doi.org/10.1016/j.jeap.2016.04.002
Tao, J. T., & Gao, X. A. (2018). Identity constructions of ESP teachers in a Chinese university. English for Specific Purposes, 49, 1-13. https://doi.org/10.1016/j.esp.2017.09.003.
Tavakoli, M., & Tavakol, M. (2018). Problematizing EAP education in Iran: A critical ethnographic study of educational, political, and sociocultural roots. Journal of English for Academic Purposes, 31, 28-43. https://doi.org/10.1016/j.jeap.2017.12.007
Tsui, A. B. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4), 657-680. https://doi.org/10.1002/j.15457249.2007.tb00098.x
Yazan, B., & Lindahl, K. (2020). Language teacher identity in TESOL: Teacher education and practice as identity work. Routledge.
Zembylas, M. (2002). Constructing genealogies of teachers' emotions in science teaching. Journal of Research in Science Teaching, 39, 79-103. https://doi.org/10.1002/tea.10010
Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching, 9, 213-238. https://doi.org/10.1080/13540600309378
Copyright (c) 2023 Ali Derakhshan, Sedigheh Karimpour, Mostafa Nazari
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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