Language Teacher Professionalism: What Would Learners Say (WWLS)?

Abstract

This chapter advocates for going beyond traditional sources and definitions of language teacher professionalism in order to consider the perspectives of the language learner. We attempt to re-direct the evidence on relationship building (e.g., between teacher-teacher, teacher-administrator, and teacher-parent) as a key characteristic of teacher professionalism and apply it to the relationships that language teachers build with their learners. The chapter begins with general definitions of professionalism and their evolving meaning and then considers what it means to be a teaching professional and the stakeholders who are given the authority to make such judgements. Building on this background, we advocate for viewing language teacher professionalism through a positive psychology lens, with particular emphasis on emotional intelligence and nurturing the teacher-learner relationship.