“Open the Door and Then They Will Blossom”: Translanguaging, Emotion Labor, and Emotional Capital

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 2
  In Roundtable Session: Being Otherwise: Narratives of Resistance and Renewal

Abstract

This study explores the emotional experiences of four middle school teachers in New York City while implementing translanguaging to support multilingual learners in content-area classrooms. Drawing on the theories of emotion labor (Benesch, 2017; Zembylas, 2007) and emotional capital (Song, 2018; Gkonou & Miller, 2020), this research examines how translanguaging as a pedagogical tool both challenges and empowers teachers emotionally. Using narrative inquiry, we analyzed interview and survey data to understand the tension between institutional constraints and personal commitments to student equity. Findings reveal that while translanguaging intensifies emotion labor, it also produces opportunities for emotional capital, affirming teachers’ agency and investment. This work contributes to the 'emotion turn' in language education by extending the analysis to content-area translanguaging practices.

Authors

• Min Wang, SUNY New Paltz

• Kerri McFadden, 216 Ryan School