Cover not available
Part of
Language Teacher Development in Digital Contexts
Edited by Hayriye Kayi-Aydar and Jonathon Reinhardt
[Language Learning & Language Teaching 57] 2022
► pp. 115–134

Chapter 6
Sharing stories around the digital campfire

In-service teachers, cognition/emotion dissonance, and the asynchronous online classroom

As the educational landscape evolves to address emerging international demands (De Costa, Green-Eneix & Li, 2020), teacher educators and researchers have begun to reevaluate what it means to be a ‘good’ teacher within digital classrooms. An area that has not been fully explored is how language (LTC) and (LTE) dialectically occur through the stories and conversations in asynchronous online language teaching classrooms. This semester-long netnographic case study (Kozinets, 2010) sets out to understand how a fully asynchronous class helps novice in-service language teachers better understand their LTC and LTE concerning their respective teaching contexts. We found a digital space for in-service teachers to develop professionally both in the classroom and their respective contexts.

Keywords: emotions, in-service teachers, teacher cognition, online classrooms, short stories
Article outline
  • Linking language teacher cognition (LTC) with language teacher emotion (LTE)
  • Perezhivanie and narrative knowledging
  • Present study
    • Participants
    • Data collection
    • Short story analysis
  • Constructing a collaborative digital learning space
    • Igniting the digital campfire
    • Sharing narratives around the digital campfire to understand perezhivanie
  • Growing professionally as a result of cognition/emotional dissonance
    • Negotiating the emotion labor of the profession around the campfire
    • Sharing stories to support and growing professionally
  • Conclusion
  • References
Published online: 20 January 2022
DOI logo
https://doi.org/10.1075/lllt.57.06gre
References
American Psychological Association
(2020) Publication manual of the American Psychological Association (7th ed.). DOI logo
, G.
(2011) Narrative knowledging in TESOL. TESOL Quarterly, 45(3), 391–414.  DOI logoGoogle Scholar
(2016) A short story approach to analyzing teacher (imagined) identities over time. TESOL Quarterly, 50(3), 655–683. DOI logoGoogle Scholar
, S.
(2017) Emotions and English language teaching: Exploring teachers’ emotion labor. Routledge. DOI logoGoogle Scholar
, R. J.
(2013) Brave new digital classroom: Technology and foreign language learning. Georgetown University Press.Google Scholar
, S.
(2006) Teacher cognition and language education. Continuum.Google Scholar
British Association for Applied Linguistics
(2016) Recommendations on good practice in applied linguistics report. Retrieved on 7 July 2021 from [URL]
, P. I., Green-Eneix, C., & Li, W.
(2020) Problematizing EMI language policy in a transnational world: China’s entry into the global higher education market. English Today. DOI logoGoogle Scholar
, P. I., Lee, J., Rawal, H., & Li, W.
(2020) Ethics in applied linguistics research. In J. McKinley & H. Rose (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 122–130). Routledge.Google Scholar
, P. I., Li, W., & Rawal, H.
(2019) Language teacher emotions. In M. A. Peters (Ed.), Encyclopedia of teacher education (pp. 1–4). Springer Nature. DOI logoGoogle Scholar
, P. I., & , B.
(2017) Introduction: Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(Supplement), 3–14. DOI logoGoogle Scholar
, A.
(2018) Language teacher cognition: An emergent phenomenon in an emergent field. In S. Mercer & A. Kostoulas (Eds.) Language teacher psychology (pp. 105–121). Multilingual Matters. DOI logoGoogle Scholar
, C.
(1973) The interpretation of cultures: Selected Essays. Basic Books.Google Scholar
, C., & , E. R.
(2021) An exploration of language teacher reflection, emotion labor and emotional capital. TESOL Quarterly, 55(1), 134–155. DOI logoGoogle Scholar
, P. R.
(2015) Redrawing the boundaries of language teacher cognition: Language teacher educators’ emotion, cognition, and activity. The Modern Language Journal, 99(3), 470–484. DOI logoGoogle Scholar
, P. R., & Doran, M.
(2014) Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39(1), 102–111. DOI logoGoogle Scholar
, D.
(2018) Blending technologies in second language classrooms. Continuum. DOI logoGoogle Scholar
, A.
(1979) Emotion work, feeling rules, and social structures. American Journal of Sociology, 85(3), 551–575. DOI logoGoogle Scholar
, N., & Dudeney, G.
(2018) Current and future digital trends in ELT. RELC Journal, 49(2), 164–178. DOI logoGoogle Scholar
, K. E.
(2015) Reclaiming the relevance of L2 Teacher Education. The Modern Language Journal, 99(3), 515–528. DOI logoGoogle Scholar
, K. E., & , P.
(2011) The transformative power of narrative in second language teacher education. TESOL Quarterly, 45(3), 486–509. DOI logoGoogle Scholar
, K. E., & , D.
(2014) Cognitive/emotional dissonance as growth points in learning to teach. Language and Sociocultural Theory, 2(1) 125–150. DOI logoGoogle Scholar
, R. V.
(2010) Netnography: Doing ethnographic research online. Sage.Google Scholar
, M., & , A.
(2015) Language teacher cognition in applied linguistics research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance. The Modern Language Journal, 99(3), 435–449. DOI logoGoogle Scholar
, J. P., & Swain, M.
(2020) Perezhivanie: The cognitive–emotional dialectic within the social situation of development. In A. H. Al-Hoorie & P. D. MacIntyre (Eds.), Contemporary language motivation theory: 60 years since Gardner and Lambert (1959) (pp. 80–105). Multilingual Matters.Google Scholar
, R.
(2011) Vygotsky in perspective. Cambridge University Press. DOI logoGoogle Scholar
, J.
(2015). The coding manual for qualitative researchers. Sage.Google Scholar
, J., Shao, Q., & Gao, X.
(2017) Ethics-related practices in internet-based applied linguistics research. Applied Linguistics Review, 8(4), 321–335. DOI logoGoogle Scholar
, O., & , P. I.
(2020) Reflection as meta-action: Lesson study and EFL teacher professional development. TESOL Journal. DOI logoGoogle Scholar
VERBI GmbH
(2019) MAXQDA 2020 (Version 20.0) [computer software]. Retrived from [URL].
, N., & Mok, N.
(2018) Understanding development through the perezhivanie of learning. In J. P. Lantolf, M. E. Poehner, & M. Swain (Eds.), The Routledge handbook of sociocultural theory and second language development (pp. 89–101). Routledge. DOI logoGoogle Scholar
, L. S.
(1978) Mind in society. Harvard University Press.Google Scholar
(1994) The problem of the environment. In R. van der Veer, & J. Valsiner (Eds.), The Vygotsky reader (pp. 338–354). Blackwell.Google Scholar
, M.
(2011) Teaching and teacher emotions: A post-structural perspective. In C. Day & J. Chi-Kin (Eds.), New understandings of teacher’s work: Emotions and educational change (pp. 31–43). Springer. DOI logoGoogle Scholar
Cited by

Cited by 1 other publications

Yuan, Rui, Icy Lee, Peter I. De Costa, Min Yang & Shuwen Liu
2022. TESOL teacher educators in higher education: A review of studies from 2010 to 2020. Language Teaching 55:4 ► pp. 434 ff. DOI logo

This list is based on CrossRef data as of 20 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.