Latinx Teacher Candidates' Emotions and Emotional Labor During Linguistically Responsive Instruction

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 4
  In Roundtable Session: Empowering Diverse Educators: Exploring Emotional Labor and Cultural Capital in Teacher Education (Table 8)

Abstract

This qualitative study explores the emotions that emerge as Latinx teacher candidates (TCs; N = 50) at a U.S. Hispanic-Serving Institution reflect on their language practices and ideological orientations during linguistically responsive instruction (LRI). We consider the emotional labor they undergo as part of their identity work as emerging teachers from marginalized communities, and adopt a critical language perspective to examine ethno-racial-linguistic connections. Data from LRI tasks revealed significant emotional labor, with 16 different emotions identified, linked to language ideologies and identity tensions. Reconciling the tensions, particularly those related to racialized language experiences, may be one avenue for teacher education programs to better support TCs, minimizing negative effects on TCs personally, as well as mitigating their re-surfacing in EC-12 classrooms.

Authors

• Kathryn I. Henderson, University of Texas - San Antonio

• Kristen Lindahl, University of Texas - San Antonio

• Christian Fallas-Escobar, Universidad Nacional de Costa Rica

• Bedrettin Yazan, University of Texas - San Antonio