Language Teacher Emotion Regulation Training

Theoretical Foundations, Design and Implementation

Abstract

Despite numerous calls for language teacher emotion regulation training, few interventional programmes exist for in-service teachers to learn about, practice and reflect upon the emotion regulation motives and strategies that they need to employ during the course of their work. In the first half of this theoretical paper, two important considerations are discussed: the range of emotion regulation skills that are required by language teachers and how teachers might be trained to actually improve these skills. A definition of emotion regulation competence is developed that includes knowledge requirements in relation to emotion, emotion regulation and the self, and skill requirements through which various instrumental and health-related motives are able to be achieved. The paper advocates that training programmes be holistic and longitudinal in nature, involving elements of knowledge development, skill development, and reflection. In the second half of the paper, an example emotion regulation training programme is introduced. The six-session course has been designed for in-service teachers working in Japan. The paper describes the theoretical pillars of the course (knowledge and awareness, skill practice, and reflection), and discusses implementation considerations. Taken as a whole, the paper provides a commentary on what emotion regulation training might need to achieve and offers advice for trainers and course designers on how such training can be implemented more broadly and overtly within the field.