Emotioning and languaging in english language teacher education.

Abstract

It is crucial to offer pre-service and in-service language teachers supportive and welcoming environments to reflect on beliefs and emotions. Based on a critical review of the literature, I aim at showing how certain dynamics in English language teacher experiences in Brazil are based on particular languaging and emotioning patterns. I introduce how Maturana's (2004) framework can help shed light into these processes. After indicating how English language teacher education is characterized by an emotional matrix evaluated as negative feelings, I interpret this context in light of the patriarchal-matriarchal culture with its patterns of languaging that constitute this emotional matrix. As a result, I highlight how languaging patterns based on a patriarchal-matriarchal culture generate contradictory emotions with consequent malaise on the part of teachers participating in pre-service and in-service teacher education programmes. I then discuss how reflective languaging based on liberating talks and mutual support make room for us to act responsibly. To face the many challenges ahead of us, strengthening relationships through care can broaden our actions on the basis of trust and with a gaze of hope within Applied Linguistics studies.