Journal article
Luqing Zang, Vashti Wai Yu Lee, Peter I. de Costa
International Review of Applied Linguistics in Language Teaching, 2024
International Review of Applied Linguistics in Language Teaching, 2024
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DOI
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APA
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Zang, L., Lee, V. W. Y., & de Costa, P. I. (2024). She is “just an intern”: transnational Chinese language teachers’ emotion labor with mentors in a teacher residency program. International Review of Applied Linguistics in Language Teaching.
Chicago/Turabian
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Zang, Luqing, Vashti Wai Yu Lee, and Peter I. de Costa. “She Is ‘Just an Intern’: Transnational Chinese Language Teachers’ Emotion Labor with Mentors in a Teacher Residency Program.” International Review of Applied Linguistics in Language Teaching (2024).
MLA
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Zang, Luqing, et al. “She Is ‘Just an Intern’: Transnational Chinese Language Teachers’ Emotion Labor with Mentors in a Teacher Residency Program.” International Review of Applied Linguistics in Language Teaching, 2024.
BibTeX Click to copy
@article{luqing2024a,
title = {She is “just an intern”: transnational Chinese language teachers’ emotion labor with mentors in a teacher residency program},
year = {2024},
journal = {International Review of Applied Linguistics in Language Teaching},
author = {Zang, Luqing and Lee, Vashti Wai Yu and de Costa, Peter I.}
}
Abstract
Abstract This paper investigates the emotion labor experienced by transnational world language teachers (TWLTs), with a focus on Chinese language teacher candidates in a US dual immersion school residency program. Despite existing research on emotion labor in language teaching, the experiences of Chinese TWLTs have been underexplored. Through an analysis of mentorship and co-teaching, our findings reveal that much of the emotion labor among our participants stems from hierarchical mentorship structures influenced by Confucian ideologies. This hierarchical system constrains pedagogical autonomy, hindering TWLTs from fully embodying their transnational teacher identities. Consequently, the lack of power negotiation exacerbates the issue, leading to internalization of emotion labor and reduced teaching agency. We conclude by offering recommendations for future research on TWLTs’ emotions and advocating for a renewed emphasis on their mentoring experiences during teacher preparation programs.
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