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LOTE (Languages Other than English) Teachers’ Emotions and Professional Identity in Response to Educational Reforms: A Social-Psychological Perspective

Author

Listed:
  • Minghao Kang

    (School of Foreign Languages, Tongji University, Shanghai 200092, China
    School of Education, University of Birmingham, Birmingham B15 2TT, UK)

  • Qi Shen

    (School of Foreign Languages, Tongji University, Shanghai 200092, China)

  • Yongyan Zheng

    (College of Foreign Languages and Literature, Fudan University, Shanghai 200433, China)

Abstract

Teachers’ emotions and professional identities in response to educational reforms play a key role in teacher development and policy implementation. However, little attention has been paid to the shifting emotions of teachers of LOTEs (languages other than English). Taking a social-psychological approach, this study examines the emotional reactions and professional identities of LOTE teachers who were inspired to cater for the ‘Belt and Road’ initiative. Semi-structured interviews and documentary analysis were used to probe the emotions and professional identities of 15 LOTE teachers in a Chinese foreign language university. The analysis identifies four categories of LOTE teachers’ identities: The enthusiastic accommodators, the lonely fighters, the drifting followers, and the passive executors. The findings indicate that current educational policies might lead to tensions among LOTE teachers without sufficient support, and suggest that the voices of LOTE teachers should be accommodated in the process of policy-making along with the affordances of support. The study reveals the necessity of adopting a social-psychological perspective on teacher development in the global multilingual educational context.

Suggested Citation

  • Minghao Kang & Qi Shen & Yongyan Zheng, 2022. "LOTE (Languages Other than English) Teachers’ Emotions and Professional Identity in Response to Educational Reforms: A Social-Psychological Perspective," Sustainability, MDPI, vol. 14(17), pages 1-13, August.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:17:p:10788-:d:901499
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    References listed on IDEAS

    as
    1. Yadong Guo & Helena Sit & Min Bao, 2020. "Sustainable Careers of Teachers of Languages Other than English (LOTEs) for Sustainable Multilingualism in Chinese Universities," Sustainability, MDPI, vol. 12(16), pages 1-14, August.
    2. Siqi Liu & Yu Chen & Qi Shen & Xuesong (Andy) Gao, 2022. "Sustainable Professional Development of German Language Teachers in China: Research Assessment and External Research Funding," Sustainability, MDPI, vol. 14(16), pages 1-15, August.
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    Cited by:

    1. Juexuan Lu & Yajun Wang & Qi Shen & Xuesong Gao, 2022. "Investment in Learning Chinese by International Students Studying Chinese as a Second Language (CSL)," Sustainability, MDPI, vol. 14(23), pages 1-12, November.

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