Australian Review of Applied Linguistics, Vol 37, No 1 (2014)

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S. BENESCH, CONSIDERING EMOTIONS IN CRITICAL ENGLISH LANGUAGE TEACHING: THEORIES AND PRAXIS

Zuocheng Zhang, Yuxia Li

Abstract


Language learning and teaching are recognised as cognitive, social, and physical endeavours in applied linguistics in general, and second language acquisition, in particular. While the cognitive and social aspects have been discussed extensively since the sociocultural turn (Johnson, 2006), there has been limited research on the embodied nature of language learning and teaching where emotions, feelings, and affect feature prominently. Sara Benesch’s recent monograph on a critical approach to emotions fills this gap by unpacking the concept of emotion theoretically and showcasing her approach to emotion in critical language teaching. The book will be of great interest to teacher trainees, teachers, teacher educators, and researchers of applied linguistics. The book of eight chapters is divided into two parts, with the first laying the theoretical groundwork and the second attending to pedagogical praxis. For teacher researchers, the second part of the book is particularly useful as it may be read asexemplars of action research.

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