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Initial Teacher Education and the Emotional Geography of Languages: A Conceptual Intervention

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Title: Initial Teacher Education and the Emotional Geography of Languages: A Conceptual Intervention
Language: English
Authors: Anwar Ahm
Source: TESOL in Context. 2025 33(2).
Availability: Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail: actaexec@yahoo.com.au; Web site: http://www.tesol.org.au/Publications/TESOL-in-Context
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Education Programs, Language Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Educational Change, Native Language, Language Usage, Educational Policy, Preservice Teacher Education, Multilingualism, Metalinguistics, Equal Education, Inclusion, Applied Linguistics, Self Concept, Preservice Teachers, Language Variation, Geography, Foreign Countries
Geographic Terms: Canada
ISSN: 1030-8385
2209-0916
Abstract: The article addresses a key challenge faced by Initial Teacher Education (ITE) programs: how to reconcile the growing multilingual reality of society with the limited adoption of multilingualism in educational practice. It begins by providing an overview of ITE and some of its challenges. It then examines the importance of Critical Multilingual Language Awareness (CMLA), which emphasizes multilingualism as essential for equity and inclusion in linguistically diverse contexts. To extend the discussion of CMLA, the idea of Emotional Geography of Languages (EGL) is introduced as a conceptual framework grounded in the affective turn in Applied Linguistics and TESOL, the spatial turn in education, and Indigenous views of land-people relationality. EGL explores how emotions and identities, tied to places and languages, shape human relationships while challenging policies that marginalize mother tongues and heritage languages. The article concludes by demonstrating how EGL can inform teacher candidates' CMLA, preparing them to contribute to pedagogical and social transformation in linguistically diverse settings.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481114
Database: ERIC
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  Data: Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail: actaexec@yahoo.com.au; Web site: http://www.tesol.org.au/Publications/TESOL-in-Context
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  Data: 1030-8385<br />2209-0916
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  Data: The article addresses a key challenge faced by Initial Teacher Education (ITE) programs: how to reconcile the growing multilingual reality of society with the limited adoption of multilingualism in educational practice. It begins by providing an overview of ITE and some of its challenges. It then examines the importance of Critical Multilingual Language Awareness (CMLA), which emphasizes multilingualism as essential for equity and inclusion in linguistically diverse contexts. To extend the discussion of CMLA, the idea of Emotional Geography of Languages (EGL) is introduced as a conceptual framework grounded in the affective turn in Applied Linguistics and TESOL, the spatial turn in education, and Indigenous views of land-people relationality. EGL explores how emotions and identities, tied to places and languages, shape human relationships while challenging policies that marginalize mother tongues and heritage languages. The article concludes by demonstrating how EGL can inform teacher candidates' CMLA, preparing them to contribute to pedagogical and social transformation in linguistically diverse settings.
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      – Text: English
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        PageCount: 20
    Subjects:
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Educational Change
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      – SubjectFull: Native Language
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      – SubjectFull: Language Usage
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      – SubjectFull: Educational Policy
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Multilingualism
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      – SubjectFull: Metalinguistics
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      – SubjectFull: Equal Education
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      – SubjectFull: Inclusion
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      – SubjectFull: Applied Linguistics
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      – SubjectFull: Self Concept
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Language Variation
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Canada
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