Informed by symbolic interactionism, this study examines how positive emotional experiences in teaching, teacher identity, and student behaviors are associated. According to the symbolic interactionism perspective, positive student behaviors signify that teachers have successfully embodied the teacher identity, which results in positive emotional experiences from their teaching. This study’s analysis of interviews with 21 secondary schoolteachers in Hong Kong suggests an alternative explanation: positive emotional experiences in teaching are a result of attaining the goal of teaching, that is, making a difference in students’ lives, rather than verifying a teacher identity. This explanation does not necessarily contradict that of symbolic interactionism, but may help elaborate upon the process of emotional experiences in teaching. The findings provide recommendations for improving teachers’ emotional experiences in teaching. Copyright © 2018 by Francis W. Parker School, Chicago. All rights reserved.

The past decades have witnessed an increasing number of studies documenting native English teachers’ (NETs’) challenges in professional development and collaboration with nonnative English teachers’ (NNETs’) across multiple educational contexts. There are also debates in TESOL regarding the essentialized dichotomy of NETs and NNETs with insufficient recognition of the educational and cultural experiences of teachers of English as a foreign language (EFL) / English as a second language (ESL). Little research has been conducted on the lived experiences of transnational multilingual NETs who work in heritage contexts; and how they position themselves when they conduct their teacher identity work and negotiate between heritage identity and NET identity. This study, drawing on the notion of ethical self-formation and its application in teacher identity research as a theoretical lens, addresses the gap by investigating the identity construction of two transnational NETs of Chinese ethnicity returning to their home context in Hong Kong to teach. The findings indicate that (1) the participants negotiated their multilingual identity and the monolingual NET identity ascribed in the workplace, (2) they developed counter-strategies to turn the knowledge of the local language and culture into resources in teaching, and (3) they agentively expanded the definition of NET and situated them in the full institutional and social context to consider their identity conflict and self-empowerment. The findings have implications for education policy to accommodate and value the plural-competences of NETs and NNETs. Copyright © 2022 The Author(s).

Although the potential of translanguaging within ESL/EFL classroom contexts to promote students' linguistic learning has been well-documented, most studies have focused on ESL/EFL teachers (whose L1 is not English) and their students' ideologies and experiences, with little attention paid to the experiences and perspectives of native English teachers (NETs) working in the Global South and postcolonial areas. This study examined 11 native English teachers' engagement with translanguaging in Hong Kong TESOL classrooms. Data were gathered through in-depth semi-structured individual interviews and video recordings of classroom interactions. A recursive qualitative analysis elicited a taxonomy of NET teachers' engagement with translanguaging, comprising resistant, ambivalent, and reductionistic approaches. The findings also demonstrate that ambivalent engagement with translanguaging turned out to be adopted the most among the NET participants. The findings call for examining two new translanguaging forms through NET teachers who have worked under a linguistically policed discourse, i.e., the underground and disguised translanguaging, and multimodal translanguaging without involving students' L1. The findings indicate that multimodality can be used as a bridge to create a translanguaging space, and that creating a translanguaging space through multimodality appears to be more politically neutral for NET teachers. Copyright © 2022 Walter de Gruyter GmbH, Berlin/Boston.