Unpacking the Interplay of Emotion and Identity Learning

This chapter illustrates the complex interaction between language teacher emotions and identity learning, and then illuminates the implications for sustainable identity learning and successful implementation of curriculum reform. For one thing, EFL teachers’ identity learning during curriculum reform is an emotional practice. During the identity learning processes, language teacher emotions are embedded in changes of identity contents, structures, and processes. For another, language teacher emotions can be utilized as identity learning tools.