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

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 interest-based 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 semi-structured 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.