Unpacking perezhivanie: Implications of Vygotsky’s theory for ELT

This study examines Vygotsky’s concept of perezhivanie in English Language Teaching (ELT), focusing on teacher education, professional identity, and learners’ experiences. Perezhivanie—a complex concept that connects emotion, cognition, and environment and explains how teachers and learners create meaning from their experiences—has gained growing scholarly attention. Using sociocultural theory, this study reviews various empirical studies that demonstrate how perezhivanie influences the development of teacher identity and professional growth. Findings from narrative inquiries and longitudinal case studies suggest that teachers’ experiences shape their professional perceptions, their ability to navigate challenges, and the evolution of their sense of self over time. Similarly, research on learners reveals how intense classroom events and emotional reactions interact with cognitive strategies, leading to changes in learner identity and language use. The study also addresses broader issues in education, including social justice and emotional labor, illustrating how teachers navigate tensions between institutional requirements and personal convictions and adapt their professional practices in relation to perezhivanie. Additionally, studies conducted in practicum settings and intercultural environments show that both pre-service and in-service teachers continually reinterpret past experiences to address new challenges, highlighting the role of perezhivanie in fostering reflective practice. Overall, the study argues that the interaction among emotion, cognition, and social context supports teacher development and contributes to more meaningful learning experiences. Ultimately, perezhivanie is positioned as a key theoretical and practical concept that enriches discussions of identity in ELT.