Exploring Development of EMI Teacher Identities and Emotions During a Collaborative Teaching Practice: A Sociocultural Perspective

The burgeoning English‐medium instruction (EMI) programs have aroused worldwide scholarly interest in giving language support for EMI subject teachers and their identity‐informed professional development. This study explored how an EMI subject teacher's identities and emotions were intricately...

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Bibliographic Details
Published in:	TESOL quarterly Vol. 59; no. 3; pp. 1356 - 1385
Main Authors:	Zhang, Shanshan, Xu, Jinfen
Format:	Journal Article
Language:	English
Published:	Malden Wiley Subscription Services, Inc 01.09.2025
Subjects:	Attachment Collaboration Cooperative learning Educational Practices Educational programs Emotional Experience Emotional experiences Emotions English (Second Language) English as a second language English as a second language instruction English as a second language teaching methods English for academic purposes English language English teachers Ethnography Foreign languages Identity Learning Primacy Professional development Professional identity Professional training Second language teachers Sociocultural factors Teacher education Teachers Teaching Team Teaching
ISSN:	0039-8322, 1545-7249
Online Access:	Get full text
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