Emotional Scaffolding and Teacher Identity: Two Mainstream Teachers' Mobilizing Emotions of Security and Excitement for Young English Learners

Autor/inn/en	Song, Juyoung; Park, Mi-Hwa
Titel	Emotional Scaffolding and Teacher Identity: Two Mainstream Teachers' Mobilizing Emotions of Security and Excitement for Young English Learners
Quelle	In: International Multilingual Research Journal, 15 (2021) 3, S.253-266 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2021.1883793
Schlagwörter	Scaffolding (Teaching Technique); Professional Identity; Teacher Background; Preschool Teachers; Kindergarten; Young Children; Emotional Response; Classroom Techniques; Security (Psychology); English Language Learners; Second Language Learning; Learner Engagement; Experiential Learning; Nonverbal Communication; Public Schools; Personality Traits; Texas + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Frühe Kindheit; Emotionales Verhalten; Klassenführung; Security; Psychology; Sicherheit; Zweitsprachenerwerb; Experiental learning; Erfahrungsorientiertes Lernen; Non-verbal communication; Nonverbale Kommunikation; Public school; Öffentliche Schule; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal
Abstract	This article, a qualitative case study of two early childhood teachers, examines the ways the teachers provide young English learners (ELs) with "emotional scaffolding" -- prioritizing and mobilizing certain emotions in order to enhance learners' engagement and comprehension of content areas. The data analysis of participant observations and interviews reveals that the two teachers promoted different grounding emotions in their students; for one teacher, nurturing a sense of security was most important and, for the other, excitement would set the scene for learning. Both teachers devised relevant pedagogical strategies to elicit and promote these emotions. Their emphasis on different emotions in teaching indicates divergent views on what ELs' greatest learning needs might be and what emotional base might serve students' needs best. Additionally, teachers' emotional scaffolding practices reveal their teacher identity, by showing how both teachers might want to be characterized and recognized (e.g., a calm teacher versus a fun teacher). The results of this case study illuminate the role of emotions in pedagogy, suggesting that emotional scaffolding can be a powerful vehicle to understand and develop teachers' professional identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01