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Ohta (2008): Laughter and second language acquisition: A study of Japanese foreign language classes. In J. Mori & A. S. Ohta, Japanese Applied Linguistics: Discourse and Social Perspectives.

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Ohta (2008): Laughter and second language acquisition: A study of Japanese foreign language classes. In J. Mori & A. S. Ohta, Japanese Applied Linguistics: Discourse and Social Perspectives.

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This book showcases recent developments in the field of Japanese applied linguistics. It covers a wide range of current issues and influential theoretical and methodological frameworks, many of which are of concern not only for Japanese specialists but also applied linguists in general. At the same time, the book provides empirical studies that exemplify how these issues and frameworks manifest themselves in contexts that surround first and second language speakers of Japanese. The book is divided into four sections. The first examines language in action, providing a close analysis of language as it is used in interactions between speakers. The second section looks at sociological diversity in Japanese speakers, considering factors such as gender, age, or background. Section three explores how globalization has affected Japanese language use and acquisition. The final section reflects on classroom teaching of Japanese language and culture.This comprehensive, in-depth study will be useful for researchers and graduate students in both applied linguistics and Japanese linguistics.

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Ethan Trinh (Georgia State University) wrote their dissertation on emotions.

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Ethan Trinh (Georgia State University) wrote their dissertation on emotions.

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(Trinh, 2024) A Walking Meditation with Queer English teachers of color: A Walking Meditation with Queer English teachers of color: Diffracting stuckness, empowerment, resistance, and vulnerability

Diffracting stuckness, empowerment, resistance, and vulnerability

in Nepantla

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Emotion as pedagogy is separate from the idea of bringing emotions into the classroom.

Properly incorporated emotion in the classroom requires buy in at all (structural) levels

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Amy Snyder Ohta and Colum Yip (AAAL 2024): Incorporating perezhivanie into applied linguistics courses through the use of autoethnography as a learning tool

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Amy Snyder Ohta and Colum Yip (AAAL 2024): Incorporating perezhivanie into applied linguistics courses through the use of autoethnography as a learning tool

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Drawing upon Vygotsky's Sociocultural Theory as its theoretical foundation, this paper investigates the application of autoethnography in applied linguistics courses. “Autoethnography is an autobiographical genre of academic writing that draws on and analyzes or interprets the lived experience of the author” (Poulos 2021, p. 4), where the writer analyzes their life experiences through the lenses of academic research and theories. Perezhivanie (Vygotsky 1994) is often translated as “lived experience” or “emotional experience.” It includes the processing and working over of an experience (Blunden 2016). Veresov and Mok (2018) also describe a perezhivanie as a metaexperience where an individual not only undergoes an experience but also consciously perceives it as an experience, as opposed to merely experiencing it without any reflective awareness.

This qualitative study investigates incorporation of autoethnography in undergraduate applied linguistics classes at two different universities, a Japanese SLA course and a TESOL methods course. Each course incorporates autoethnography assignments, either as take-home mid-term and final assessments (SLA course) or as a two-part writing assignment beginning with a language learning autobiography, which is then rewritten as an autoethnography for the final course paper (TESOL methods course). Both courses train students in autoethnography as an approach to qualitative research. Our unit for analysis of student writing is perezhivaniya, which are identified in student writing and then analyzed, considering how students relate their perezhivaniya to course concepts. Since autoethnography is “an approach to research and writing that seeks to describe and systematically analyse (graphy) personal experience (auto) in order to understand cultural experience (ethno)” (Ellis et al., 2011, p. 56), our study focuses on how incorporating autoethnography into applied linguistics classrooms might promote critical reflection on students' perezhivaniya and help them to make sense of the applied linguistics concepts introduced in the class.

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Colum Yip and Amy Snyder Ohta (AAAL 2023): Incorporating perezhivanie into applied linguistics courses through the use of autoethnography as a learning tool

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Colum Yip and Amy Snyder Ohta (AAAL 2023): Incorporating perezhivanie into applied linguistics courses through the use of autoethnography as a learning tool

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Learning preferences of international students may be influenced by their previous educational contexts and values (Edwards and Tonkin 1990, Zhou and Zhang 2014). With that in mind, this paper sets out to investigate the reception of student-centered language teaching pedagogies widely used in the United States (e.g. CLT, TBLT, group work, etc.) by three Chinese graduate students pursuing an MA in Language Teaching. Perezhivanie (Vygotsky 1994) is a uniquely Russian concept that is often translated as “lived experience” or “emotional experience". A perezhivanie includes the processing and working over of an experience (Blunden 2016) and is a dialectical unity of cognition and emotion (Lantolf and Swain 2019). Combining perezhivanie with the interrelated concepts of Zone of Proximal Development and activity systems (Engeström 1987, 1999, 2014), we illustrate how participants’ personal histories, experiences in the MA program, and their expectations of the program influence the development of their own teaching philosophy and practices. The study was conducted at a public university in Northern California. Each of our three participants engaged in an in-depth semi-structured interview and provided us with their language learning autobiography and reflections on course readings. The data were subsequently thematically coded and analyzed. Vygotsky (1994) conceptualizes perezhivanie as a prism “through which the influence of the environment on the child is refracted” (p.341). Our findings suggest that participants refract mediation from the teacher trainer (i.e. the course instructor) through their perezhivaniya and construct interpretations of student-centered pedagogies that work to resolve conflicts between divergent pedagogical understandings. The study considers how participants work to resolve these contradictions via activity systems, and considers how resolutions are, and are not, reached as the students work to develop new pedagogical understandings.

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There's a Vygotzkian concept of Perezhivanie to look into, written about by Karen Johnson at PSU.

The dangers of doing emotion labour without support.

Negotiate a policy for bringing emotion topics into the classroom.

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Emotions should be expressed explicitly in teacher education

Combine what you know with what you're feeling

How can we use the emotions that students have in a positive way?

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Q: What are some important questions to ask on this topic as critical pedagogues?

Q: What are the priority pedagogical implications of researching emotions (how should the knowledge be used?)...

1. In the L2 classroom?

2. For teacher ed/training/dev?

3. By language program managers/admins?

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how then can we rethink and reconfigure inequitable power relations at the workplace?

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how then can we rethink and reconfigure inequitable power relations at the workplace?

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1. conducting professional development courses that are structured around feedback provision (Nazari & Karimi)

2. considering L2 teachers’ perspectives toward emotion labor in relation to their collaboration with teacher educators, with the goal of creating more hospitable work spaces (Cinaglia et al.)

3. introducing specific training concerning collaboration between ESL teachers with content teachers (Song & Valentine)

4. creating spaces and support for discussion of teacher emotions and emotional labor (de Oliveira & Barcelos)

5. having open dialogues on emotions and language use in ESL classrooms (Hopkyns and Dovchin)

6. holding informal staff gatherings to boost trust (Banegas)

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the power of collaboration (Song and Valentine, 2024)

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these lofty expectations are not uncommon in increasingly neoliberally oriented education systems....neoliberal discourses that value teacher efficiency and productivity over reflection and creativity.

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Action: what do we do with the knowledge gained?

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Action: what do we do with the knowledge gained?

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teachers end up being emotional laborers who find themselves often having to reconcile tensions between expression of feelings – as dictated by professional circumstances – and their actual feelings.

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In ELT and learning, this includes studying the discursive construction of emotions in, for example, methods textbooks, teacher talk, classroom bodily dispositions, and sticky objects such as testing and writing assignments.

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"Sticky objects saturated with affect" (Ahmed, 2014)

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Therefore gaining greater understanding of complex phenomena, such as emotions, requires studying the discourses that construct them.

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The goal of this research to challenge unequal power relations in the interest of greater equity

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Equally important are the ways in which critical conceptualizations of emotions differ from biological and cognitive ones: emotions are not innate, not internal psychological states, not universal, and not measurable.

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Emotion as pedagogy: why the emotion labor of L2 educators matters

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Emotion as pedagogy: why the emotion labor of L2 educators matters

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De Costa & Nazari (2024)

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Critical Approaches to the Study of Emotions in English Language Teaching and Learning

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Critical Approaches to the Study of Emotions in English Language Teaching and Learning

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Benesch (2016)