Emotion labor, investment, and volunteer teachers in heritage language education,The Modern Language Journal

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Emotion labor, investment, and volunteer teachers in heritage language education
The Modern Language Journal ( IF 4.7 ) Pub Date : 2024-01-24 , DOI: 10.1111/modl.12900
Asma Afreen ₁ , Bonny Norton ₁

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Studies informed by poststructuralist theories of language have examined the relationship between language teachers’ emotion labor, identity, and agency. However, research has not yet explored the relationship between emotion labor and volunteer teaching, which is an important practice in language education. Our research seeks to address this gap, drawing on a 2-year qualitative case study at the community-based Vancouver Bangla School (VBS). With emotion labor and investment as the conceptual underpinnings, our study investigated how the VBS heritage language (HL) program structured the emotion labor of seven volunteer teachers, what the feeling rules associated with the VBS program were, and the extent to which volunteer teachers’ investment in HL education helped them manage their emotion labor. Data sources included participant classroom observations, field notes, focus group and interview transcripts, questionnaires, and educational resources, which were analyzed using reflexive thematic analysis. Findings indicate that the emotion labor of volunteer teachers was structured by the following characteristics of the VBS program: lack of funding, poor organizational structure and teacher recognition, challenges of online teaching, insufficient number of teachers, limited parental support, and lack of training. This emotion labor was associated with four feeling rules implicit in the VBS program: (a) be generous and caring, (b) be committed and dedicated, (c) be a good and efficient teacher, and (d) have limited expectations of the community. Findings suggest that teachers’ investment in Bangla as a mother tongue in multicultural Canada, and their investment in promoting the children's transcultural identities, was particularly powerful, and enabled the volunteer teachers to navigate and manage their emotion labor. The study suggests that an enhanced understanding of a language teacher's investment in a program, institution, or community might provide insight into the important relationship among desire, agency, and emotion labor.

中文翻译：

遗产语言教育中的情感劳动、投入和志愿者教师

以后结构主义语言理论为基础的研究考察了语言教师的情感劳动、身份和能动性之间的关系。然而，研究尚未探讨情感劳动与志愿教学之间的关系，而这是语言教育中的重要实践。我们的研究旨在弥补这一差距，借鉴了温哥华孟加拉社区学校 (VBS) 为期 2 年的定性案例研究。我们的研究以情感劳动和投资作为概念基础，调查了VBS传统语言（HL）项目如何构建七名志愿者教师的情感劳动、与VBS项目相关的情感规则是什么，以及志愿者教师的情感劳动的程度。对 HL 教育的投资帮助他们管理情绪劳动。数据来源包括参与者的课堂观察、现场笔记、焦点小组和访谈记录、问卷和教育资源，并使用反思性主题分析进行分析。研究结果表明，志愿教师的情感劳动是由VBS项目的以下特征构成的：资金缺乏、组织结构和教师认可度差、在线教学面临挑战、教师数量不足、家长支持有限、缺乏培训。这种情感劳动与 VBS 计划中隐含的四个情感规则相关：(a) 慷慨和关怀，(b) 忠诚和奉献，(c) 成为一名优秀和高效的教师，(d) 对学生的期望有限。社区。调查结果表明，教师对作为加拿大多元文化的母语的孟加拉语的投资，以及对促进儿童跨文化身份的投资，尤其有力，并使志愿教师能够驾驭和管理他们的情感劳动。该研究表明，加深对语言教师对项目、机构或社区的投资的理解可能有助于深入了解欲望、能动性和情感劳动之间的重要关系。

更新日期：2024-01-24

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