This chapter focuses on the central role of the constructivist instructional strategy called emotional scaffolding (Rosiek, 2003), which is viewed as an essential factor for quality language education. Based on the view that ESL/EFL classrooms are spaces for socialization, interaction and communication, which are in turn emotionally saturated, the fact is that socially and emotionally competent teachers are really needed for ensuring quality language education. This qualitative study reports Spanish EFL student teachers’ understandings of learners’ emotional responses to EFL learning in a practicum setting, with a particular focus on the varied ways teachers engage learners emotionally in learning, influencing their understanding and learning. Data were collected through open-ended questions as well as stimulated-recall interviews. The results revealed variability in teachers’ supportive affective styles and also underscored the importance and need for further emotional competence training in teacher education to enhance quality second language education.

The Quality of Emotional Scaffolding in ELT: Towards a Quality Emotional Competence Training in TESOL Teacher Education

Gabriele Azzaro;
2019

Abstract

This chapter focuses on the central role of the constructivist instructional strategy called emotional scaffolding (Rosiek, 2003), which is viewed as an essential factor for quality language education. Based on the view that ESL/EFL classrooms are spaces for socialization, interaction and communication, which are in turn emotionally saturated, the fact is that socially and emotionally competent teachers are really needed for ensuring quality language education. This qualitative study reports Spanish EFL student teachers’ understandings of learners’ emotional responses to EFL learning in a practicum setting, with a particular focus on the varied ways teachers engage learners emotionally in learning, influencing their understanding and learning. Data were collected through open-ended questions as well as stimulated-recall interviews. The results revealed variability in teachers’ supportive affective styles and also underscored the importance and need for further emotional competence training in teacher education to enhance quality second language education.
2019
Quality in TESOL and Teacher Education: From Results Culture Towards Quality Culture
251
259
Juan de Dios Martínez Agudo; Gabriele Azzaro; Darío Luis Banegas
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/689790
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