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Understanding the Oral and Written Translanguaging Practices of Emergent Bilinguals

12), emotion labour (Chapters 3, 4) and emotion regulation (Chapters 6, 7, 10, 11, 13, 14), allowing readers to quickly locate the chapters of their interest. Another example concerns the instructional innovation such as CLIT, CLT and EMI involved in the investigation into teachers’ emotional experiences. Though the readers could find that these were scattered respectively in Chapters 1, 9 and 12, it would be more coherent if the chapters had been put together or referred to each other to reveal the interconnectedness of teachers’ emotion labour and educational/pedagogical reform contexts. Despite these insufficiencies, this volume is a valuable resource that brings together all the important topics and aspects related to teachers’ emotion, including emotional labour, resilience adaptation, emotional intelligence and emotion regulation. A wide range of audiences including teachers, teacher educators and researchers who are interested in reaching a more nuanced understanding of language teacher emotions will all benefit from this most up-to-date treatment of pertinent issues in this promising research area.