Foreword by Jane Arnold
This volume provides fascinating insights into the complexity of emotions shaping language teachers’ classroom practice, experiences and working lives. The editors have brought together a rich range of theoretical and empirical perspectives spanning a diversity of professional contexts. The book will be of value to all those concerned with understanding or researching the emotional dimension of language teaching.
Ema Ushioda – University of Warwick, UK
This timely anthology explores the foundational role of emotions in the professional lives and everyday practices of language teachers. Drawing on a wide range of theoretical, methodological and classroom-based approaches, the chapters open up new dimensions in our knowledge of the complexity and salience of language teacher emotions within and across multiple contexts.
Cynthia J. White – Massey University, New Zealand
Foreword by Peter MacIntyre
Although seemingly paradoxical, King and Harumi have much to say about silence. This edited work unlocks the ‘problem’ of silence in East Asian English language classrooms, and shows teachers how to leverage it for better language learning. Educators are certain to find this book to be a valuable resource.
Gregory Hadley – Niigata University, Japan
As language practitioners and researchers we are behooved to consider the entire communication process – even that which goes beyond words – to include their absence. This volume is a must-read for those of us who care about how much is said when nothing is.
Tammy Gregersen – American University of Sharjah
Foreword by Diane Larsen-Freeman
Traditionally dominant approaches in applied linguistics have tended to emphasise cognitive aspects of second language acquisition, and have placed the language learner as being largely independent from the context. This volume offers a timely challenge to this notion by bringing together a state-of-the-art collection of chapters which acknowledge that learner characteristics and behaviour are in fact dynamic and can be influenced by a multitude of competing temporal and situational factors.
"chapters are well written, and provide highly accessible examples of research that considers context to be central to the findings....this collection of articles is a welcome addition to the literature focusing on the importance of context within SLA, and the increased interest in adopting a DST approach to research. I would recommend this book particularly to researchers who are interested in understanding the potential impact of context on learning."
Paul Leeming – JALT Journal
This book…tackles the meaning of silence in the second language classroom. To say ‘the meaning of silence’ is, at first glance, to imagine a Zen koan. However, the author does an excellent job, using dynamic systems theory, of challenging the reader to consider why Japanese students are silent and sets up a framework to investigate the phenomenon.
Joseph Tomei – Asian Englishes
This is a book written for all language teachers as I am sure all will come up against baffling moments of silence in the classroom. Such silence varies greatly from classroom to classroom and from learners to learners. Not always is it detrimental but it can become so. How should a teacher understand this and deal with it? Silence is a phenomenon that varies widely culturally and King’s book helps us look into a society with norms that may differ greatly from ours and are therefore more difficult for us as teachers to understand.
Tanya Roy – The Linguist List