Teacher Emotions in CLI Reform: a Narrative Study based on Emotional Geography
DOI:
https://doi.org/10.53469/jerp.2025.07(03).09Keywords:
Content language integration (CLI), Curriculum reform, Emotional geography, Teacher’s EmotionsAbstract
The concept of content language integration (CLI) emphasizes the organic integration of content language and the cultivation of students’ comprehensive qualities. The teaching reform guided by this concept has achieved certain results. This study adopts a narrative research method to explore the changes and influencing factors of emotional experiences of two English teachers in the process of English major CLI reform, and draws an emotional geographic ecosystem model that promotes changes in teachers’ emotional experiences. Research has found that teachers’ emotional experiences during the reform process are dynamically changing, showing an overall trend of first being positive and then negative, but ultimately showing a more positive trend; The main factors affecting teachers’ emotional experience in CLI reform are “teacher self”, “social relationships”, and “macro system”. The results of this study contribute to clarifying the developmental patterns and ecosystem influencing factors of emotions among CLI course teachers, and have certain reference significance for the future teacher training and development of CLI course teachers.
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Copyright (c) 2025 Yang Zhao, Xiuyan Zhao, Xin Sun
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