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Investigating Critical Emotional Reflexivity within ESL and Bilingual Teacher Preparation

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Title: Investigating Critical Emotional Reflexivity within ESL and Bilingual Teacher Preparation
Language: English
Authors: Kathryn Henderson, Bedrettin Yazan (ORCID 0000-0002-1888-1120), Aslıhan Yılmaz (ORCID 0000-0003-3832-2518)
Source: TESOL Journal. 2026 17(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Higher Education
Postsecondary Education
Descriptors: Reflection, Elementary School Teachers, Bilingual Teachers, English (Second Language), Preservice Teachers, Methods Courses, Hispanic American Students, Minority Serving Institutions, Language Teachers, Second Language Instruction, Professional Identity, Public Schools, Student Diversity, Student Attitudes, Psychological Patterns, Preservice Teacher Education, Ideology, Languages
DOI: 10.1002/tesj.70131
ISSN: 1056-7941
1949-3533
Abstract: In this study, we explore critical emotional reflexivity (CER) and draw upon data from our implementation of "language portrait" and "language ideology tree" activities with elementary school bilingual and ESL teacher candidates (TCs) in an ESL teaching methods class (N = 23) at a Hispanic Serving Institution (HSI). Through multimodal critical discourse analysis, we study how TCs identify and discuss (a) the relationship between language ideologies and emotions and (b) the implications of that relationship for their identities as teachers of ethnoracially and linguistically diverse students in the US public schools. We found that TCs enacted CER as tension, resistance, and awareness, informed by their positionalities and linguistic histories. Emotions served as agentive resources through which TCs theorized the relationship between ideology, emotion, and identity, and theorization served as a form of CER. Collectively, our findings demonstrate deep student engagement when intentionally integrating CER in teacher education practices by both teacher educators and TCs.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506641
Database: ERIC
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  Data: Investigating Critical Emotional Reflexivity within ESL and Bilingual Teacher Preparation
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  Data: <searchLink fieldCode="AR" term="%22Kathryn+Henderson%22">Kathryn Henderson</searchLink><br /><searchLink fieldCode="AR" term="%22Bedrettin+Yazan%22">Bedrettin Yazan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1888-1120">0000-0002-1888-1120</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aslıhan+Yılmaz%22">Aslıhan Yılmaz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3832-2518">0000-0003-3832-2518</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Journal%22"><i>TESOL Journal</i></searchLink>. 2026 17(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 15
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: 10.1002/tesj.70131
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  Data: 1056-7941<br />1949-3533
– Name: Abstract
  Label: Abstract
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  Data: In this study, we explore critical emotional reflexivity (CER) and draw upon data from our implementation of "language portrait" and "language ideology tree" activities with elementary school bilingual and ESL teacher candidates (TCs) in an ESL teaching methods class (N = 23) at a Hispanic Serving Institution (HSI). Through multimodal critical discourse analysis, we study how TCs identify and discuss (a) the relationship between language ideologies and emotions and (b) the implications of that relationship for their identities as teachers of ethnoracially and linguistically diverse students in the US public schools. We found that TCs enacted CER as tension, resistance, and awareness, informed by their positionalities and linguistic histories. Emotions served as agentive resources through which TCs theorized the relationship between ideology, emotion, and identity, and theorization served as a form of CER. Collectively, our findings demonstrate deep student engagement when intentionally integrating CER in teacher education practices by both teacher educators and TCs.
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  Data: 2026
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  Data: EJ1506641
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        Value: 10.1002/tesj.70131
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      – Text: English
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        PageCount: 15
    Subjects:
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Bilingual Teachers
        Type: general
      – SubjectFull: English (Second Language)
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Methods Courses
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      – SubjectFull: Hispanic American Students
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      – SubjectFull: Minority Serving Institutions
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      – SubjectFull: Language Teachers
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Professional Identity
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      – SubjectFull: Public Schools
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      – SubjectFull: Student Diversity
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Psychological Patterns
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Ideology
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      – SubjectFull: Languages
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      – TitleFull: Investigating Critical Emotional Reflexivity within ESL and Bilingual Teacher Preparation
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              Y: 2026
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