Invited Speaker: Peter DeCosta
Peter De
Costa (PhD) is an Associate Professor in
the Department of Linguistics and Languages and the Department of Teacher
Education at Michigan State University. His primary areas of research are
identity and ideology in SLA. He is the author of The Power of Identity and
Ideology in Language Learning (Springer,
2016). He also recently edited Ethics in Applied Linguistics Research (Routledge, 2016). His work has
appeared in AILA Review, Applied
Linguistics Review, International
Journal of Applied Linguistics, Language Learning, Language Policy, Language Teaching, Linguistics and Education, Research
in the Teaching of English, System, TESOL
Quarterly, and The Modern
Language Journal. He recently guest edited special journal issues on scalar
approaches to language learning and teaching (Linguistics and Education,
2016; with Suresh Canagarajah), teacher identity (The Modern Language
Journal, 2017; with Bonny Norton), study abroad research methodologies (System, 2017; with Hima Rawal and Irina
Zaykovskaya), and World Englishes and Second Language Acquisition (World Englishes, 2018; with Kingsley
Bolton). He is the co-editor of TESOL
Quarterly.
Following the sociocultural turn (e.g., Zembylas, 2005) in teacher emotion research and the broader and deepening interest in affect within adjacent fields of psychology (e.g., MacIntyre & Gregersen, 2016), second language acquisition (e.g., Gkonou & Mercer, 2016) sociolinguistics (e.g., Wee, 2017) and linguistic anthropology, I explore second language (L2) teacher emotions from a positive psychology and critical perspective. The former perspective draws on recent developments in positive teacher psychology research (e.g., Gabrys-Barker & Galajda, 2016; Mercer & Koustoulas, 2018), while the latter takes into account the sociopolitical dimensions of language teacher education (e.g., Benesch, 2017; Loh & Liew, 2016). Importantly, both lines of research consider the ecologies in which teachers are embedded. To illustrate the vibrant and burgeoning language teacher emotion research agenda, I elaborate on three recently published studies: De Costa, Rawal and Li (2018), Pereira (2018), and Wolff and De Costa (2017). I also provide an overview of the special issue of the Chinese Journal of Applied Linguistics (Mouton De Gruyter) on second language teacher emotions and argue how the second language teacher education research landscape can be enriched by a systematic investigation of teacher emotion labor. The presentation closes with a discussion of implications for pedagogy, policy and research.