Exploring the emotional experiences of volunteer Chinese language teachers in a transnational context: a narrative inquiry

Abstract

This research explores the emotional experiences of volunteer Chinese as a Foreign Language (CFL) teachers when crossing the border from China into Australia. It seeks to answer the research question: How do transnational volunteer CFL teachers emotionally adapt to their new teaching environment in a school in NSW, Australia? The contributory research questions: 1. What emotions do the volunteer CFL teachers experience when teaching Australian school learners? 2. What factors contribute to their emotional experiences? and 3. How do volunteer CFL teachers cope with or regulate their emotions during these transnational experiences? guided this study.

This research also seeks to fill a gap in the literature which currently has a focus on the challenges for overseas teachers in transnational settings around the globe. Research studying the factors contributing to both positive and negative emotions and how teachers regulate these emotions to adapt positively into their host country’s institution is scant. Specific research with transnational CFL teachers in this context is singularly rare. The findings from this research will make a significant contribution to this field.

The data collection methods are face-to-face interviews and an optional mini-interview WeChat site offering the participants an ongoing opportunity to record critical emotional incidences as experienced in their classroom teaching and school contexts. These data are included as separate narratives provided by the four participants. After cross-analysis the findings are presented under the themes: pedagogical approach; 2) working environment, and 3) educational philosophy. Both positive and negative emotional responses to their CFL teaching in their western Sydney Grammar School are presented along with a description of how these CFL teachers regulated their negative emotions towards positive outcomes and successful adaptation to their transnational CFL teaching experience.

The conclusions reached and recommendations suggested, center around the identified need for pre-departure workshops and training to prepare transnational CFL teachers for their teaching experiences abroad. The content of such training is discussed in terms of the answers to the research questions – most significantly, the strategies employed by the participants to successfully regulate negative emotions towards emotional well-being. Finally, the significance of this research, its limitations and points for future research, are presented.

Date of Thesis submission	2025
Original language	English
Awarding Institution	Western Sydney University
Sponsors	Australian Government Research Training Program Scholarship
Supervisor	Jinghe Han (Supervisor) & Michele Simons (Supervisor)