Emotions in a Brazilian teacher’s experience report on remote English teaching during the COVID-19 pandemic

Abstract

Grounded on the dialogical perspective of language and the critical approach to the study of language teacher emotions, this paper aims to discuss the emotions of an English teacher in her remote teaching experience in the context of the COVID-19 pandemic. We present a case study based on the discourse analysis of the teacher’s experience report during her participation in a roundtable discussion about English teaching in pandemic times. The online event took place in the first semester of 2020, during the University Week of a college located in the countryside of Ceará State, Brazil. Considering the concrete context and the broader contexts of discursive production, our analysis of the teacher’s utterance indicates the predominance of emotional distress in power relations, especially, with academic, pedagogical, and legislative discourses. Notwithstanding, she reveals self-confidence in face of the demand for frequently using the computer and WhatsApp in remote language teaching.