The "Burden" of Emotions in Language Teaching: Negotiating a Troubled Past in "Other"-Language Learning Classrooms

Autor/in	Charalambous, Constadina
Titel	The "Burden" of Emotions in Language Teaching: Negotiating a Troubled Past in "Other"-Language Learning Classrooms
Quelle	In: Language and Intercultural Communication, 13 (2013) 3, S.310-329 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2013.804535
Schlagwörter	Greek; Turkish; Foreign Countries; Second Language Learning; Language Attitudes; Conflict; Second Language Instruction; Emotional Response; Student Attitudes; Self Concept; Classroom Communication; Discourse Analysis; Political Attitudes; Peace; Secondary School Students; Teaching Methods; Cyprus + Suchen Sie Ihr Suchwort? Grieche; Griechisch; Türkisch; Ausland; Zweitsprachenerwerb; Sprachverhalten; Konflikt; Fremdsprachenunterricht; Emotionales Verhalten; Schülerverhalten; Selbstkonzept; Klassengespräch; Diskursanalyse; Political attitude; Politische Einstellung; Frieden; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Zypern
Abstract	This paper focuses on language classes where Greek-Cypriot students learn Turkish as their second Modern Foreign Language (MFL). Literature on MFL learning and emotions tends to focus on learners' emotions in relation to the production of the new language; however, MFL learning is also a space that provides the opportunity to language learners to construct different emotional experiences and negotiate different identities and different emotional stances towards their own or the target community and culture. What happens, though, when the language to be learnt is associated with a history of conflict and the dominant educational discourses construct emotional stances that perpetuate animosity towards the target community? And in this context, to what extent can language learning provide an opportunity to renegotiate a troubled past? Approaching emotions as socio-political discursive constructs, this paper examines classroom interaction during 32 h of Turkish language learning. It analyses (1) the students' emotional resistance towards a positive representation of the "Others"; (2) the teacher's discomfort in adopting a positive stance towards the Turkish-speaking people; (3) the impact these two had on the lesson and classroom interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10