Considering emotions in critical english language teaching: Theories and Praxis

Considering Emotions in Critical English Language Teaching: Theories and Praxis

Volumn , Issue , 2013, Pages 1-148

  Benesch, Sarah ^a  

^a CITY UNIVERSITY OF NEW YORK   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84909263760     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203848135     Document Type: Book

References (109)

1. Ahmed, S. (2004a). The cultural politics of emotion. New York: Routledge.
2. Ahmed, S. (2004b). Affective economies. Social Text, 79, 117-39.
3. Ahmed, S. (2010). The promise of happiness. Durham NC: Duke University Press.
4. Albrecht-Crane, C. (2005). Pedagogy as friendship: Identity and affect in the conservative classroom. Cultural Studies, 19, 491-514.
5. Albrecht-Crane, C. and Stack, J. D. (2003). Toward a pedagogy of affect. In Stack, J. D. (ed.). Animations of Deleuze and Guattari (pp. 191-216). New York: Peter Lang.
6. Arnold, J. (ed.) (1999). Affect in language learning. New York: Cambridge University Press.
7. Arnold, J. and Brown, H. D. (1999). A map of the terrain. In J. Arnold (ed.). Affect in language learning (pp. 1-27). New York: Cambridge University Press.
8. Benesch, S. (ed.) (1988). Ending remediation: Linking ESL and content in higher education. Washington, DC: TESOL.
9. Benesch, S. (1992). Sharing responsibilities: An alternative to the adjunct model. College ESL 2, 1-10.
10. Benesch, S. (1993). ESL, ideology, and the politics of pragmatism. TESOL Quarterly 27, 705-17.
11. Benesch, S. (1999). Rights analysis: Studying power relations in an academic setting. English for specific purposes 18, 313-27.
12. Benesch, S. (2001). Critical English for academic purposes: Theory, politics, and practice. Mahwah NJ: Lawrence Erlbaum.
13. Benesch, S. (2006). Critical media awareness: Teaching resistance to interpellation. In J. Edge (ed.). (Re)Locating TESOL in an age of empire (pp. 49-64). Basingstoke, Hampshire: Palgrave Macmillan.
14. Benesch, S. (2007a). What about the students? English language learners in postsecondary settings. In J. Cummins and C. Davison (eds). International handbook of English language teaching, Part II (pp. 655-66). New York: Springer.
15. Benesch, S. (2007b). Critical praxis as materials development: Countering military recruitment on a U.S. campus. International Society for Language Studies Conference (ISLS), Honolulu.
16. Benesch, S. (2008). "Generation 1.5" and its discourses of partiality: A critical analysis. Journal of Language, Identity, and Education 7, 294-311.
17. Benesch, S. (2009). Interrogating in-between-ness: A postmodern perspective on immigrant students. M. Roberge, M. Siegal, and L. Harklau (eds). Generation 1.5 in college composition: Teaching academic writing to US-educated learners of ESL (pp. 65-72). New York: Routledge.
18. M. Roberge, M. Siegal, and L. Harklau (2010). Critical praxis as materials development: Responding to military recruitment on a US campus. In Nigel Harwood (ed.). English language teaching materials: Theory and practice (pp. 109-28). New York: Cambridge University Press.
19. Berlant, L. (2004a). Compassion (and withholding). In L. Berlant (ed.). Compassion: The culture and politics of an emotion (pp. 1-13). New York: Routledge.
20. Berlant, L. (2004b). Critical inquiry, affirmative culture. Critical Inquiry 30, 445-51.
21. Boler, M. (1999). Feeling power: Emotions and education. New York: Routledge.
22. Braidotti, R. (2005). Affirming the affirmative: On nomadic affectivity, rhizomes 11/12, fall 2005/spring 2006. Retrieved from www.rhizomes.net/issue11/braidotti.html
23. Brown, C. (1965). Manchild in the promised land. New York: Touchstone.
24. Chun, C. W. (2009). Contesting neoliberal discourses in EAP: Critical praxis in an IEP classroom. Journal of English for Academic Purposes 8, 111-20.
25. Clarke, M. A. (1982). On bandwagons, tyranny, and common sense. TESOL Quarterly 16, 437-48.
26. Clough, P. T. (2007). Introduction. In P. T. Clough and J. Halley (eds). The affective turn: Theorizing the social (pp. 1-33). Durham NC: Duke University Press.
27. Colebrook, C. (2002). Gilles Deleuze. London: Routledge.
28. Combination Platter (2005), dir. Tony Chan. Port Washington NY: Koch Lorber Films.
29. Das kurze Leben des Jose Antonio Guitierrez (2006), dir. Heidi Specogna. New York: The Cinema Guild.
30. Davies, B., Pratt, C. C., Ellwood, C., Gannon, S., Zabrodska, K., and Bansel, P. (2009). Second skin: The architecture of pedagogical encounters. In B. Davies, B. and Gannon, S. (eds). Pedagogical encounters (pp. 131-49). New York: Peter Lang.
31. Deleuze, G. and Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. Minneapolis: University of Minneapolis Press.
32. Dornyei, Z. and Malderez, A. (1999). The role of group dynamics in foreign language teaching and learning. In J. Arnold (ed.). Affect in language learning (pp. 155-70). New York: Cambridge University Press.
33. Ehrmann, M. (1999). Ego boundaries and tolerance of ambiguity in second language learning. In J. Arnold (ed.). Affect in language learning (pp. 68-86). New York: Cambridge University Press.
34. Freeman, D. and Johnson, K. (1998). Reconceptualizing the knowledge base of language teacher education. TESOL Quarterly 32, pp. 397-417.
35. Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
36. Gattegno, C. (1963). Teaching foreign languages in schools the Silent Way. NewYork: Educational Solutions.
37. Goldstein, T. (2008). The capital of "attentive silence" and its impact on English language and literacy education. In J. Albright and A. Luke (eds). Pierre Bourdieu and literacy education (pp. 209-32). New York: Routledge.
38. Goleman, D. (2005). Emotional intelligence. New York: Bantam Books.
39. Golombek, P. R. and Johnson, K. E. (2004). Narrative inquiry as a meditational space: Examining emotional and cognitive dissonance in second-language teachers' development. Teachers and Teaching: Theory and Practice 10, 307-27.
40. Gorton, K. (2007). Theorizing emotion and affect: Feminist engagements. Feminist Theory 8, 333-48.
41. Granger, C. A. (2004). Silence in second language learning: A psychoanalytic reading. Clevendon: Multilingual Matters.
42. Grey, M. (2009). Ethnographers of difference in a critical EAP community-becoming. Journal of English for Academic Purposes, 8, 121-33.
43. Griffin, J. H. (1961). Black like me. New York: Houghton Mifflin.
44. Hardt, M. (2007). Foreword: What affects are for. In P.T Clough and J. Halley (eds). The affective turn: Theorizing the social (pp. viiii-xiii). Durham NC: Duke University Press.
45. Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record 103, 1056-80.
46. Harris, O. (2010). Emotional and mnemonic geographies at Hambledon Hill: Texturing neolithic places with bodies and bones. Cambridge Archaeological Journal 20, 357-71.
47. Harwood, N. (ed.) (2010). English language teaching materials: Theory and practice. New York: Cambridge University Press.
48. Hemmings, C. (2005). Invoking affect: Cultural theory and the ontological turn. Cultural Studies 19, 548-67.
49. Hochschild, A. R. (1979). Emotion work, feeling rules, and social structures. Journal of Sociology 85, 551-75.
50. Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling. Berkeley: University of California Press.
51. Hochschild, A. R. (2003). The commercialization of intimate life: Notes from home and work. Berkeley: University of California Press.
52. Hoffman, E. (1989). Lost in translation: A life in a new language. New York: E. P. Dutton.
53. Holborow, M. (2006). Ideology and language: Interconnections between neo-liberalism and English. In J. Edge (ed.). (Re)Locating TESOL in an age of empire (pp. 84-130). Basingstoke, Hampshire: Palgrave Macmillan.
54. Holt, M., Anderson, L., and Rouzie, A. (2003). Making emotion work visible in writing program administration. In D. Jacobs and L. R. Micciche (eds). A way to move: Rhetorics of emotion and composition studies (pp. 147-60). Portsmouth NH: Boynton/Cook.
55. Horowitz, E. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics 21, 112-27.
56. Hughes, L. (1951). Montage of a dream deferred. New York: Holt.
57. In-Between Days (2007), dir. So Yong Kim. New York: Kino.
58. Jacobs, D. and Micciche, L. R. (eds) (2003). A way to move: Rhetorics of emotion and composition studies. Portsmouth NH: Boynton/Cook.
59. Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly 40, 235-50.
60. Johnson, K. E. and Golombek, P. R. (2002). Inquiry into experience: Teachers' personal and professional growth. In K. E. Johnson and P. R. Golombek (eds). Teachers' narrative inquiry as professional development (pp. 1-11). Cambridge: Cambridge University Press.
61. Johnson, K. E. and Golombek, P. R. (2003) "Seeing" teachers learning. TESOL Quarterly 37, 729-37.
62. Kramsch, C. (2003). Metaphor and the subjective construction of belief. In A. M. Barcelos and P. Kalaja (eds). New approaches to research on beliefs about SLA (pp. 109-28). Amsterdam: Kluwer Academic Publishing.
63. Kramsch, C. (2008). Emotions in the cross-fire: Structuralist vs. post-structuralist stances in bilingualism research. Bilingualism, Language, and Cognition 11, 177-79.
64. Kramsch, C. (2009). The multilingual subject. Oxford: Oxford University Press.
65. Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon.
66. Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven: Yale University Press.
67. Leavitt, J. (1996). Meaning and feeling in the anthropology of emotions. American Ethnologist 23, 514-39.
68. Levy, B. (2000). Pedagogy: Incomplete, unrequited. In O'Farrell et al. (eds). Taught bodies (pp. 81-90). New York: Peter Lang.
69. Lo, A. (2009). Lessons about respect and affect in a Korean heritage language school. Linguistics and Education 20, 217-34.
70. Luke, A. (2004). Two takes on the critical. In B. Norton and K. Toohey (eds). Critical pedagogies and language learning (pp. 21-29). Cambridge: Cambridge University Press.
71. Luke, C. (2003). Pedagogy, connectivity, multimodality, and interdisciplinarity. Reading Research Quarterly, 38, 397-403.
72. Luke, C. (2007). As seen on TV or was that my phone? New Media literacy. Policy Futures in Education 5, 50-58.
73. Mani-Pedis Go Green (www.hyphenmagazine.com/magazine/issue-18-action/mani-pedisgo-green).
74. Massumi, B. (2002). Parables for the virtual: Movement, affect, sensation. Durham NC: Duke University Press.
75. McWilliams, E. (1996). Admitting impediments: Or things to do with bodies in the classroom. Cambridge Journal of Education 26, 367-79.
76. McWilliams, E. (2000). Stuck in the missionary position? Pedagogy and desire in new times. In O'Farrell et al. (eds). Taught bodies (pp. 27-37). New York: Peter Lang.
77. Meurant, R. C. (2008). The key importance of L2 digital literacy to Korean EFL pedagogy: College students use L2 English to make campus video guides with their cell phone videocams, and to view and respond to their videos on an L2 English language social networking site. International Journal of Hybrid Information Technology Vol. 1, No. 1. Retrieved from www.sersc.org/journals/IJHIT/vol1_no1_2008/IJHIT-Vol.1-No.1%20-%20The%20Key%20Importance%20of%20L2%20Digital%20Literacy%20to%20Korean%20EFL%20Pedagogy.pdf
78. Micciche, L. R. (2002). More than a feeling: Disappointment and WPA work. College English 64, 432-58.
79. Micciche, L. R. (2007). Doing emotion: Rhetoric, writing, teaching. Portsmouth NH: Boynton/Cook.
80. Misson, R. and Morgan, W. (2000). Teaching an embodied aesthetic: Towards a different practice in English. In O'Farrell et al. (eds). Taught bodies. (pp. 91-104). New York: Peter Lang.
81. Moody, A. (1968). Coming of age in Mississippi. New York: Dial Press.
82. Moore, C. and Shulock, N. (2007) Beyond the open door: Increasing student success in the California community colleges. Sacramento, CA: Institute for Higher Education Leadership and Policy.
83. Morgan, B. (2009). Fostering transformative practitioners for critical EAP: Possibilities and challlenges. Journal of English for academic purposes 8, 86-99.
84. Morgan, M. L. (ed.). (2006). The essential Spinoza: Ethics and related writings. Indianapolis: Hackett Publishing Company.
85. Ngai, S. (2005). Ugly feelings. Cambridge, MA: Harvard University Press.
86. Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow: Pearson Educational.
87. On Campus (2005). Should colleges be allowed to bar military recruiters? November.
88. Oxford, R. L. (1999). Anxiety and the language learner: New insights. In J. Arnold (ed.). Affect in language learning (pp. 58-67). New York: Cambridge University Press.
89. Pavlenko, A. (2005). Emotions and multilingualism. Cambridge: Cambridge University Press.
90. Pavlenko, A. (ed.). (2006). Bilingual minds: Emotional experience, expression, and representation. Clevedon: Multilingual Matters.
91. Pennycook. A. (2001). Critical applied linguistics: A critical introduction. Mahwah NJ: Lawrence Erlbaum.
92. Prior, M. T. (2011). Self-presentation in L2 interview talk: Narrative versions, accountability, and emotionality. Applied Linguistics 32/1, 60-76.
93. Probyn, E. (2004). Teaching bodies: Affects in the classroom. Body & Society 10, 21-43.
94. Ryden, W. (2003). Conflict and kitsch: The politics of politeness in the writing class. In D. Jacobs and L. R. Micciche (eds). A way to move: Rhetorics of emotion and composition studies (pp. 80-91). Portsmouth NH: Boynton/Cook.
95. Schumann, J. H. (1999). A neurobiological perspective on affect and methodology in second language learning. In J. Arnold (ed.). Affect in language learning (pp. 28-42). New York: Cambridge University Press.
96. Starfield, S. (2004). "Why does this feel empowering?" Thesis writing, concordancing, and the corporatizing university. In B. Norton and K. Toohey (eds). Critical pedagogies and language learning (pp. 138-57). Cambridge: Cambridge University Press.
97. Stevick, E. (1999). Affect in learning and memory: From alchemy to chemistry. In J. Arnold (ed.). Affect in language learning (pp. 43-57). New York: Cambridge University Press.
98. Single White Female (1992), dir. Barbet Schroeder. New York: Columbia Pictures. Ten Points to Consider Before You Sign a Military Enlistment Agreement (www.afsc.org/resources/documents/10pts-english.pdf).
99. TESOL Member Resolution on Granting Credit for ESL in Institutions of Higher Education (www.tesol.org/s_tesol/sec_document.asp?CID=87&DID=231).
100. The New Yorker's Guide to Military Recruitment (www.counterrecruitmentguide.org).
101. Thornton, P. and Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21, 217-28.
102. Vandrick, S. (2009). Interrogating privilege: Reflections of a second language educator. Ann Arbor: The University of Michigan Press.
103. Verity, D. P. (2000). Side effects: The strategic development of professional satisfaction. In J. P. Lantolf (ed.). Sociocultural theory and second language learning (pp. 179-97). Oxford: Oxford University Press.
104. Washington Post. Army guard refilling its ranks: Members get bonus for new recruits. Mar. 12, 2006; A01.
105. Watkins, M. (2006). Pedagogic affect/effect: Embodying a desire to learn. Pedagogies: An International Journal 1, 269-82.
106. Worsham, L. (1998). Going postal: Pedagogic violence and the schooling of emotion. Journal of Advanced Composition 18, 213-45.
107. Zembylas,M. (2005) Teaching with emotion: A postmodern enactment. Greenwich CT: Information Age Publishing.
108. Zembylas, M. (2007a). Theory and methodology in researching emotions in education. International Journal of Research & Method in Education 10, 57-72.
109. Zembylas, M. (2007b). Emotional capital and education: Insights from Bourdieu. British Journal of Educational Studies 55, 443-63.