Language Teacher Emotions in Cross-Cultural Contexts: Enjoyment and Anxiety of Immigrant CFL Teachers in Norway

This study examines the experiences of enjoyment and anxiety among Chinese as a Foreign Language (CFL) teachers in Norway, responding to recent calls for greater attention to language teacher psychology and the emotional dimensions of immigrant teachers’ professional lives. Reflective essays from eight nativeChinese CFL teachers working across various educational levels and institutions in Norway were collected and analysed. The findings indicate that teaching CFL in Norway is generally an enjoyable and rewarding experience, which is closely associated with positive moments such as witnessing students’ progress, receiving appreciation, achieving personal growth, and benefiting from a supportive working culture. Nevertheless, challenges related to learner motivation, cultural differences, and the evolving socio-political environment contribute to anxiety. The study also reveals that immigrant CFL teachers adopt diverse strategies for emotional adaptation to their professional context. These findings contribute to a deeper understanding of CFL teachers’ emotional experiences in Nordic settings and offer valuable insights for promoting emotional well-being among immigrant teachers in crosscultural contexts.