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With global mobility and educational internationalization, the teaching of multilingual students has become an important context that shapes language teachers’ emotions and their interaction with students. Drawing upon qualitative data from semi-structured interviews, classroom observation, and teacher self-reflective journals, this study investigated the complex emotional experiences and coping strategies of seven Chinese as a second language (CSL) teachers in Chinese universities during their interaction with international students. From the perspective of emotional geographies, we identified a mix of pleasant and unpleasant emotions experienced by CSL teachers within six nested and interrelated emotional geographies – linguistic, socio-cultural, moral, professional, political, and experiential geographies. To cope with the unpleasant emotions, CSL teachers adopted both approaching coping strategies and distancing coping strategies, reflecting their agency in modifying teacher-student interactional distances.
Han et al. (Mon,) studied this question.