Classrooms Need Warmth:: A Case Study of a Student-Satisfied CFL Teacher’s Emotional Classroom

• Ziyang Yuan ^[1]
  1. [1] East China Normal University

     East China Normal University

     China

     
• Localización: Bellaterra: journal of teaching and learning language and literature, ISSN-e 2013-6196, Vol. 19, Nº. 1, 2026 (Ejemplar dedicado a: L'ensenyament del Xinès en diferents contextos educatius a Espanya)
• Idioma: inglés
• DOI: 10.5565/rev/jtl3.1339
• Títulos paralelos:
  • Las aulas necesitan calidez:: un estudio de caso sobre el aula emocional de un profesor de chino como lengua extranjera con el que los estudiantes están satisfechos
• Enlaces
  • Texto completo
• Resumen
  • español

    Se reconoce cada vez más que las emociones son fundamentales en la enseñanza y el aprendizaje de segundas lenguas. Este estudio investiga el trabajo emocional de una docente de Chino como Lengua Extranjera (CLE) en un aula orientada al interés, mediante un estudio de caso en una escuela privada de Barcelona. El entorno, con grupos reducidos (máximo seis alumnos), facilita una interacción estrecha. Los datos se recolectaron mediante entrevistas semiestructuradas, sesiones de recuerdo estimulado y diarios reflexivos. Los resultados revelan que el trabajo emocional se orientó estratégicamente hacia objetivos afectivos para mejorar el aprendizaje. Estos se alcanzaron mediante vías intrapersonales (regulación y labor emocional) e interpersonales (apoyo emocional), evidenciando un modelo holístico de implicación afectiva en el aula de CLE.

  • English

    Emotions have been increasingly recognized as integral to second language teaching and learning. This study investigates the emotional work of a Chinese as a Foreign Language (CFL) teacher in an interestbased classroom, using a case study of an exemplary CFL teacher working at a private language school in Barcelona. The teaching context is characterized by small class sizes (up to six students), allowing for close teacher-student interaction. Data were collected through multiple qualitative methods, including semistructured interviews, stimulated recall sessions, and the teacher’s reflective diaries. Findings reveal that the teacher’s emotional work was strategically oriented toward affective goals aimed at enhancing students’ learning experiences. These goals were pursued through both intrapersonal (emotional regulation and labor) and interpersonal (emotional support) pathways, demonstrating a holistic model of affective engagement in the CFL classroom.

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