Physics

Sociology

Archaeology

Pedagogy

Scrutiny

Social science

History

Feeling

Emotional labor

Philosophy

Political science

Psychology

Power (physics)

Narrative

Programming language

Computer science

Linguistics

Quantum mechanics

Reflection (computer programming)

Capital (architecture)

Social capital

Social psychology

TESOL Quarterly

In this article the researchers explore the notion of emotional capital in relation to language teachers’ emotion labor and the role of reflection in understanding their emotional experiences. They draw on interview narratives with teachers ( N = 25) working in higher education institutions in the United States and United Kingdom. During these interview conversations, the researchers elicited accounts of teachers’ emotionally charged experiences that arise as part of their ongoing, mundane teaching practice and how they respond to these situations. The researchers argue that as language teachers struggle to orient to the feeling rules of their institutions, they develop the capacity to perform the emotions that they believe are expected of them. This capacity is further shaped through their reflective practice, as both individual reflection and collaborative reflection with colleagues. The researchers thus analyze how language teachers’ accruing emotional capital, developed through emotion labor and reflective activity, can be converted into social and cultural capital. The authors also point to how language teachers’ emotional capital is entangled in power relations and thus requires careful scrutiny.

An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital