"In teacher work you must understand others and have empathy for them!” : Brazilian and Finnish language teachers' emotions and beliefs about teaching

This is a self-archived version of an original article. This version may differ from the original in pagination and typographic details. Author(s): Title: Year: Version: Copyright: Rights: Rights url: Please cite the original version: CC BY 4.0 https://creativecommons.org/licenses/by/4.0/ "In teacher work you must understand others and have empathy for them!” : Brazilian and Finnish language teachers' emotions and beliefs about teaching © 2023 the Authors Published version Barcelos, Ana Maria F.; Ruohotie-Lyhty, Maria Barcelos, A. M. F., & Ruohotie-Lyhty, M. (2023). "In teacher work you must understand others and have empathy for them!” : Brazilian and Finnish language teachers' emotions and beliefs about teaching. Apples : Journal of Applied Language Studies, 17(2), 73-90. https://doi.org/10.47862/apples.126159 2023 ________ Corresponding author’s email: a[email protected] eISSN: 1457-9863 Publisher: University of Jyväskylä, Language Campus © 2023: The authors https://apples.journal.fi https://doi.org/10.47862/apples.126159 “In teacher work you must understand others and have empathy for them!” Brazilian and Finnish language teachers’ emotions and beliefs about teaching Ana Maria F. Barcelos, Federal University of Viçosa, Brazil Maria Ruohotie-Lyhty, University of Jyväskylä, Finland This study investigates the ways in which language teachers perceive the emotional aspects of language teaching and which beliefs they link with these emotions. The study contributes to previous research of language teacher emotions by providing a perspective to emotions and beliefs in two very different socio-political contexts, namely Brazil and Finland and by comparing the differences and similarities between emotions and beliefs in these two contexts. This can add to our understanding about the ways in which language teacher emotions are emerging in different social conditions. The study is based on a small qualitative data from the two countries collected in terms of visual narratives and written explanatory texts. Keywords: teacher education, emotions, beliefs 1 Introduction Back in 2013, Pavlenko stated that we were experiencing an “affective turn” in Applied Linguistics. It is interesting that at that time, there were very few studies on learner or teacher emotions (except for her work with Jean-Marc Dewaele on emotions by multilinguals – Pavlenko & Dewaele, 2004). In its beginnings, research on emotions started with a concern on affective variables (motivation, attitudes, among others. See Arnold, 1999). One of the first and most investigated emotions so far, has been language learners’ anxiety, which started in the mid-90s with Elaine Horwitz’s (1990) pioneering work. The renewed interest in research on anxiety resumed in the mid 2010’s with many studies investigating it, along other aspects such as enjoyment, for instance (Macintyre & Gregersen, 2012; Dewaele & Dewaele, 2020). Other studies on learner emotions were also out about this time (Imai, 2010; Garrett & Young, 2009). It was around the mid 2010’s that research on language teacher emotions, to our knowledge, began to appear in Applied Linguistics (see Cowie, 2011; Golombek & Doran, 2014). It seems to us that the emotional turn is happening Apples – Journal of Applied Language Studies Vol. 17, 2, 2023, 73-90 74 Apples – Journal of Applied Language Studies now with so much literature, mainly on language teacher emotions, including two special journal issues on emotions (De Costa, 2018; Barcelos et al; 2022). More and more papers have been published recently focusing on different aspects of language teacher emotions, as we comment later (see, for example, recent studies by Dilek & Balçikanli, 2022; Farrell, 2022; McAlinden & Dobinson, 2022; Konstantinou & Miller, 2022; Sung, 2022; Her & De Costa, 2022; Yang et al., 2022, to cite just a few). Although we have lots of studies now on language teacher emotions, we still know very little about how language teacher emotions compare in different social contexts or cultures. In other words, do language teachers in different contexts feel different emotions about teaching or are the emotions about language teaching somewhat universal? Much research about language teachers and, more specifically, language teacher emotions, has, until now, mainly focused on certain western educational countries, in addition to some studies that have also been conducted in the East Asian contexts. As Pennycook points out: “Mainstream (critical) applied linguistics has long been blind to contexts and ideas outside the Global North (Pennycook, 2022, p. 10)”. Instead of overgeneralizing results that we have got in one context to all language teaching, this could help us, as language teacher educators and researchers, to more thoroughly understand the emotionality involved in teaching in various contexts as well as the sociopolitically embedded nature of language teaching. We believe that recognizing and better understanding emotions as socio-politically embedded phenomenon can also help us as teacher educators to promote more culturally sensitive teacher education and provide better support to our students’ identity development. Understanding emotions as sociopolitically connected to e.g., race, class, gender or ethnicity can further provide perspectives in developing social justice in language education. It was thinking about these questions that we decided to conduct this study that focus on Brazilian and Finnish language teachers of foreign languages. Although Ruohotie-Lyhty, Aragão & Pitkänen-Huhta (2021) did investigate the emotions of Brazilian and Finnish students, their study focused on learners and on their future perspectives. Our study focuses on Finnish and Brazilian language teachers who are either already working or preparing to. Our focus here is on how these teachers feel about language teaching now (in the present) and how their emotions compare. We seek to gain more understanding of language teachers’ emotions and beliefs about teaching by looking at the visual narratives (VNs hereinafter) of a total of 15 language teachers in both Brazil and Finland. Our specific research questions are: 1) What are the emotions experienced by Brazilian and Finnish pre-service and in-service foreign language teachers? 2) How are these emotions connected to the beliefs they express? 3) What differences are there in the participants’ emotional experiences in these two contexts? 2 Literature Review Language teacher emotions has been a topic in the field of Education longer than in Applied Linguistics (see Nias, 1996; Hargreaves, 1998). A review of 29 years of publications (Uitto et al., 2015) on teacher emotions, for instance, pointed out that A. M. F. Barcelos & M. Ruohotie-Lyhty 75 they are related to identities, educational reforms, student emotions, and emotion regulation. As mentioned in the introduction, in Applied Linguistics, although still in its infancy (if compared to research on language teacher beliefs and identities), emotions have been investigated for quite a while now. Studies on language teacher emotions (Cowie, 2011; Golombek & Dorian, 2014; Ruohotie-Lyhty et al.,2016 Wolff & De Costa, 2017; Song, 2016) have focused on the important role emotions play in teachers’ careers and development shaping what they do in class as well as their relationship with colleagues, students, and the profession itself. In this relationship, teachers feel a range of emotions that can be positively and negatively experienced, related to these different aspects, that may, at times, influence whether they stay or leave the profession. Emotions are, thus, essential to our understanding of teacher thinking, learning, and change. Literature on language teacher emotions have increased in the past two years, with many publications. One quick search and look at recent journals for studies on language teacher emotions has revealed a vast diversity in the topics. Dilek and Balçikanli (2021) examined the possible effects of the emotional experiences of student teachers of English in their professional self-adequacy. Farrel (2022) focused on ESL novice teachers’ emotions in their first semester of teaching (most frequently expressed emotions were frustration, anger, and boredom). Other studies, as expected, have turned their attention to teachers’, researchers’ or students’ emotions during the pandemics. McAlinden and Dobinson (2022), for instance, focused on their own emotional experiences as language teacherresearchers of the sudden switch from face-to-face to online teaching in the initial stages of the COVID-19 pandemic in Australia. Liu et al. (2021) conducted an autoethnographic study of an EFL instructor during COVID-19 in Wuhan. Konstantinou and Miller (2022) investigated emotional labor and compassion in the academy in an autoethnographic study during Covid-19. Still, other studies focus on the more political aspects of emotions such as ideologies or curriculum reform. Sung (2022) investigated student teachers’ L2 learning experiences and the role of language ideologies (such as native-speakerism, World Englishes, and language as a tool for communication) on their emotions. Other studies focused on curriculum reform or language policies. Her & De Costa (2022) conducted a critical study which focused on teachers’ emotional capital. They investigated how one community college instructor in California navigated a set of rules in the workplace, imposed by a new language policy, over time through power structures and daily interaction with students and faculty. Yang et al. (2022) looked at EFL teachers’ emotions and engagement during curriculum implementation and how that influenced teachers’ emotional capital. Yip et al. (2022) investigated university English teachers’ identities and emotions during a curriculum reform in China. 2.1 Emotions as socio-culturally embedded Emotions can be defined as non-linear, self-organizing, dynamic constructs, a complex network of five main interwoven aspects: behavioral, physiological, phenomenological, cognitive, and social which color our perceptions and influence our actions. They are interactive, contextual, social, embodied (Benesch, 2012) and embedded in discursive and ideological practices (Zembylas, 2006), and closely 76 Apples – Journal of Applied Language Studies related to teacher identities and beliefs (Barcelos, 2015; Barcelos & Ruohotie-Lyhty, 2018). Emotions are embedded in discursive and ideological practices and related to structures of power, context, and cultures (Zembylas, 2005). In his study, Zembylas mentions two concepts that are important for our focus here in understanding language teacher emotions: emotional suffering and emotional freedom. Emotional suffering refers to “ways in which emotional rules within the school culture function to impose certain roles on [the teacher], and the ways in which such rules are internalized resulting in emotional suffering” (p. 473). Emotional freedom, according to (Zembylas, 2005: 477), “is at the core of a teacher’s capacity to act (or not to act) as one chooses or prefers, without being normalized by any external compulsion or restraint, although the existence of emotional rules or norms is clearly unavoidable”. As we will see in the discussion of the results, our data has shown that language teacher emotions are related to how the teachers internalize these roles and to their (lack of) autonomy. In order to consider the situatedness of language teacher emotions one must observe teachers’ contexts and emphasize the social, cultural, and political aspects that influence emotions as already pointed out by Zembylas (2005). 2.2 Emotions beliefs and identities as mutually constituted The study of language teachers’ beliefs can be traced back to the mid-70s, after the realization that teachers’ decision making was influenced by what they thought, knew, or believed about language teaching and learning. After more than 30 years of research, beliefs about language learning and teaching continue to intrigue researchers, teachers and language teacher educators doing justice to the alias of messy constructs, as Pajares (1992) described them more than 30 years ago. Yet, perhaps they have become less messy, or perhaps our understanding of beliefs has become less messy and clearer within the years, since recent literature on beliefs has acknowledged their complex nature. There is a common understanding that beliefs are dynamic and emergent, socially constructed, contextually situated, potentially paradoxical and dialectical. As a complex dynamic system, they are interrelated, embedded, multidimensional and multilayered (Barcelos & Kalaja, 2011; Mercer, 2011, Feryok, 2010). Their multidimensionality and interrelatedness are expressed (or more evident) in their interrelationship to emotions and identities, as we discuss below. As Gill and Hardin (2014) pointed out, we cannot ignore the affective side of beliefs in order to understand teachers’ development, as both emotions and beliefs influence teachers’ experiences, their interpretations of events, and their professional lives. As we mentioned elsewhere (Barcelos & Ruohotie-Lyhty, 2018), this interpretation process is both personal and social, drawing on personal history and available discursive resources of the environment (Meijers, 2002). To Nias (1996, p. 294), both emotions and cognition are embedded in the social and cultural forces “which help to form them and which are in turn shaped by them”. According to Barcelos (2015), emotions and beliefs interact dynamically and reciprocally with emotions providing evidence for beliefs and guiding our attention toward relevant aspects to our goals (Winograd, 2003), and also shaping and altering beliefs (Frijda et al. 2000). In other words, cognitions influence emotions and vice versa (Clore and Gasper 2000; Frijda and Manstead 2000; Parkinson 1995). Studies such as Golombek and Doran (2014), Zembylas (2002), A. M. F. Barcelos & M. Ruohotie-Lyhty 77 and Song (2016) highlight this interactive relationship between emotions and beliefs in language teacher development, as pointed out by Barcelos and Ruohotie-Lyhty (2018). Song (2016) explored how negatively experienced emotions related to teachers’ beliefs embedded in personal life-histories and contextual resources could affect teachers’ critical consideration and transformation of their original beliefs and emotions (open vulnerability) (Lasky, 2005) or the strengthening of their beliefs and emotions (protective vulnerability) (Lasky, 2005). Beliefs-emotions-identities are embedded in a cloud. They are experienced together and are mutually constituted. Identity is a pool of beliefs; they are resources that help one define themselves. As we discuss later, the participants’ beliefs and emotions sometimes are enmeshed with their present or imagined teacher identities. Several authors have already pointed out this interconnectedness between emotions, beliefs, and identities. To Winograd (2003), the expression of emotions can serve to defend social norms and beliefs. In addition, how we respond emotionally is tied to values and conditions that involve our identities. According to Zembylas (2003), emotions play a key role in the construction of identity. Zembylas (2005) argues that “the place of emotion in teacher identity formation plays a central role in the circuits of power that constitute some teacher-selves while denying others. The critical understanding of these processes of discipline and domination in teaching is crucial, if we are to promote the possibility of creating new forms of teacher-selves.” (p. 936). A recent study on teacher identity (Song & Park, 2021), which investigated two early childhood teachers of young English learners, pointed out how their emotional scaffolding practices were related to their teacher identities (as some teachers wanted to be recognized as the calm or the fun teacher). This is one aspect that, as we will discuss later, we could also notice in our data set in which some teachers clearly stated they wanted to “be there” for their students and, even suppressed their emotions to provide this emotional scaffolding for students. 3 Methodology 3.1 Context Data set for this study came from a large federal university in the southeast of Brazil and a medium-sized Finnish university outside the capital region. The macro context of this research refers to the language teaching education in Brazil and Finland and the different contexts of language teaching in these countries. The contexts for this study are strikingly different when it comes to (language) teaching status. Finland is a Scandinavian country, member of the EU, that shares borders with Russia, Sweden, and Norway. Its educational system is admired around the world especially for the high level of teacher education and teachers’ autonomy. Teaching is a competitive job and highly respected in Finland. Brazil is the largest country in Latin America with a long history of social inequality, financial and political crisis. As pointed out by Ruohotie-Lyhty et al. (2021), in Brazil, teaching 78 Apples – Journal of Applied Language Studies is a “socially and financially undervalued profession with the prospect of a low salary, social devaluation, poor working conditions, distress and increasing suffering (Barcelos, 2016; Barcelos & Aragão, 2018; Sanches & Gama, 2016)” (p. 100)1 1 . The authors go on to describe teaching in Brazil with heavy emotional demands and increasing verbal (and sometimes physical) violence against teachers in classrooms. 3.2 Participants The participants of this study were graduate students working on their Master’s in languages in each country, who took a course on language teachers’ emotions co-taught by the two authors of this article. The course took place online during the months of September through December of 2021. Some meetings were common to both groups (due to the difference in time and academic calendars, we could not have the same exact program and meet all days). We had two meetings together and assigned the same initial task to our students asking them for a visual narrative on their emotions about language teaching. Brazilian participants were six female and one male. Their ages ranged between 23-36 years old. All of them were in-service teachers 2 ; six were English teachers in private schools and private English language institutes in Brazil; one was a teacher of Portuguese as L1 in a public school. Six of them were in their first year of their master’s in a Graduate Program in Applied linguistics at a Federal university in Brazil. Most of them had majored in Languages (Portuguese- English/ Portuguese) in the previous year and two of them some years before. Finnish Participants were six female and three male students, all about 25 years old at the time of the data collection. The participants were completing their master studies, which, in Finland, is a requirement for teacher qualification. The teaching experience of the participants varied, but they all completed at least the teacher practicum, while some of them also had more experience of teaching. All the participants were studying to become foreign language teachers and the language included at least English, German, and Swedish. We recognize that although our student participants were all currently completing their master’s studies, they differed in many ways due to the different educational systems in the two countries (e. g. qualification requirements, status of teacher profession, languages taught), which will naturally influence their emotional experiences and perspectives to emotions. However, since our goal was to look at the embeddedness of sociopolitical conditions and emotions, we do not consider these differences as a problem for conducting the study. 3.3 Data collection instruments The two professors, authors of this article, asked students to complete the following task in the beginning of their course: Draw yourself as a language teacher: what emotions are related to the work of a language teacher? What emotions do you feel when you think of yourself as a teacher? Right below your picture, please write a short text describing your drawing and why you chose certain emotions instead of others. A. M. F. Barcelos & M. Ruohotie-Lyhty 79 This task did not count as a requirement for a grade in the course. It was optional and in the Brazilian class, only seven students (out of 11) contributed with their visual narrative. Written informed consent was secured from all participants. The visual narratives in the two contexts were produced differently and were also very different. The Brazilian participants completed their narrative at home and most (6 out of 7) drew it themselves, while only one used media software to represent her. The Brazilian set of data had seven visual narratives with their descriptive comments below it. The Finnish set consisted of nine visual narratives that were produced as a course assignment in the first meeting of the course and the narratives were therefore all drawn by hand. Research consent was later asked from all participants to use their visualizations as data and all participants of this study gave their consent. We did not give a word limit to the descriptions below in VN. In the Brazilian set, the shortest description was approximately 40 words; and the longest, 250 words. In the Finnish set, the shortest description only had four words in addition to the visual representation and the longest 117 words. We did not conduct an interview for this study as our purpose was only to use VNs and see what the drawings could tell us about their emotions and beliefs. We realize though that interviews could have provided important further information for the interpretation of the VNs and hope to do so in the future. 3.4. Data Analysis Analysis of visual narratives followed strategies suggested by Kalaja & Pitkänen-Huhta, (2017), Kalaja, Alanen and Dufva (2008), Kalaja, Dufva and Alanen (2013), Pitkänen- Huhta and Pietikäinen (2017, and Zanatta and Civera (2016). In our analysis we looked for relevant elements depicted in the drawings as well as in the descriptive texts. After mapping these elements related to language teaching, beliefs, and emotions in a content analysis we then discussed these findings in relation to the larger social contexts of both countries. Data analysis was done in 2 phases. Phase 1 involved looking and sorting out the participants’ drawings. This involved first, a general look at the VNs separating them into the kinds of drawings (self-portraits; with or without objects; with texts or not, etc.). We also described each drawing completing a table with what was included or not in the visual narratives. Each researcher analyzed their own set first, which was then revised by the other researcher. Several meetings were held to reach a conclusion about the main categories and themes. Phase 2 involved reading the explanatory text of the VNs (either within the drawings or right below it) to infer their beliefs and emotions about teaching. Based on thematic analysis (Braun & Clarke, 2006), we read the descriptive text to identify the emotions and beliefs and revised the themes continuously to reach a final categorization of the broad themes. Finally, the relationships between emotions and beliefs as well as differences between the two datasets were detected and reflected in relation to previous research. 3.5. Researchers’ Positionality As researchers investigating the experiences of both in service and pre-service teachers of EFL and foreign languages, we held dual positions both as the participant teachers for one semester and thus, as ethnic insiders who were born and educated in our respective countries (Brazil and Finland) and who also have had some experiences living in each other’s country. Moreover, we were also researching a reality of which we were also part 80 Apples – Journal of Applied Language Studies of (as former student-teachers or as student-teacher supervisors). As such, we share some of the linguistic and social background of each group, as related to learning and teaching languages. This knowledge of both of our cultural backgrounds helped us throughout the analysis data in trying to interpret what the drawings and cultural expressions meant in relation to EFL and foreign language learning and teaching in both contexts. At the same time, to avoid being biased or imposing our own background experiences, we strived to avoid imposing our own subjective perspectives on the data analysis, by trying to describe their emic perspectives from a neutral perspective. 4 Results Thematic analysis of data allowed the following themes that emerged from the data: emotional core of teaching, core beliefs interacting with emotions, and cultural differences in the expression of emotions. Below, we discuss each one of these. 4.1. Emotional core of teaching The first theme of the emotional core of language teaching refers to common features of emotionality in teaching and to the most common emotions that were present in both Finnish teachers and Brazilian teacher visualizations and accompanying texts. Both teacher groups agreed that teaching always included a mix of emotions, and the word “rollercoaster” was mentioned both in Finnish and Brazilian descriptions. The picture of Eloisa 3 (Br) depicts these emotions with the help of emojis and symbols. Figure 1. Visual Narrative 1 Typical of both Finnish and Brazilian pictures, this visualization (VN 1) presented a happy teacher in the middle with a repertoire of different emotions around them. In some cases, however, the teacher’s drawing expressed rather a neutral or pensive facial expression that did not highlight this positive undertone of teaching. The picture from Pietari (Fin) (Visual narrative 2, below) provides an example of this kind of picture. The most common positively experienced emotions were happiness and joy. Positively experienced emotions referred both in Finland and in Brazil to the possibilities that their work offered for creativity, meaningfulness, and encounters with the culture. A. M. F. Barcelos & M. Ruohotie-Lyhty 87 pupils but were often unsure about their ability to do so. Through addressing emotionality in language teacher education, we hope we can help our students to feel more ready to address these issues also in work life. Finally, based on this study, we would like to suggest that more research should still address the language teacher emotionality in different socio-political contexts. By addressing these issues in international research, we can, as researchers and language teacher educators, better understand the complex interplay of beliefs and emotions in teacher practice in different contexts and address these issues in educational practices. With the emotional turn, it is crucial for us to better understand the intertwined nature of the social, cognitive, and emotional. This can also help us to better support language teachers in their work. Endnote/s 1 A recent news article (August 18th, 2022) reports on how Brazilian public school teachers (in general) are getting sick and how they are devalued, making it an undesirable profession, with shortage of teachers everywhere. In addition, they have been suffering moral harassment, especially now with the extreme right politics:https://cultura.uol.com.br/noticias/dw/62839588_doente-e- desvalorizado-sobre-ser-professor-na-rede-publica-brasileira.html 2 Differently from Finland, in Brazil, in order to become school teachers, Brazilians have to take a 4-year licentiate course. Master’s is not a requirement to become school teachers in Brazil. So, these participants had all majored in languages (Portuguese-English) and were already teaching. 3 All participants were given pseudonyms and their nationality will be expressed in parentheses (Br -Brazilian; or Fin - Finnish). Disclosure statement The author declared no conflict of interest. References Arnold, J. (1999). 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