雙語教師情緒勞務：艱辛路的情境脈絡

Bilingual Teachers' Emotional Labor: the Context of the Difficult Road

雙語政策在國內如火如荼進行，教育政策之成功與否與執行的教師息息相關，因此本研究將透過半結構訪談以及文件分析，探討雙語教師情緒勞務產生的情境脈絡以及描述教師的情緒勞務表現形式。研究發現情緒勞務脈絡來自於鉅觀的雙語教育政策和微觀的自身的教學信念、教學上的負擔跟與學生、同事跟行政的關係。而雙語教師面對不同的脈絡情境的情緒展現不同，面對入校輔導教授團隊傾向於「表層情緒偽裝」的「虛心接受」。對於長時間的備課身心都感到疲憊，教師能轉化自己的情緒，「主動深層展現」對雙語教育的自身信念，在面對學校同事，也從一開始的「忍氣吞聲」跟「委曲求全」的「表層情緒偽裝」，到後來透過情緒轉化的「被動深層展現」來解決自己情緒的困境。

The bilingual policy is being actively implemented nationwide, and the success of educational policies is closely tied to the teachers responsible for their execution. Therefore, this study employs semi-structured interviews and document analysis to explore the contextual factors contributing to bilingual teachers' emotional labor and to describe the ways in which they express and manage emotional labor. The study found that the context of emotional labor comes from the macro and micro perspectives. Bilingual education policy found is the main macro-level resource of bilingual teachers’emotional labor. From micro-level perspectives, it’s known that the bilingual teachers’emotional labor resulted from teaching beliefs, teaching burden, and the relationships with students, colleagues, and administration. In terms of manifestations of teachers' emotional labor, bilingual teachers showed different emotions in different contextual situations. The bilingual teachers facing school counseling tends to accept modestly, which was the manifestation of emotional“surface acting.”Feeling physically and mentally exhausted from long hours of lesson preparation, bilingual teachers could transform their emotions to express their own belief in bilingual education positively, which called“deep acting.”To solve their emotional dilemma, bilingual teachers utilized emotional transformation. When bilingual teachers faced school colleagues, the manifestation of emotion was also changed from the“superficial emotional disguise”at the beginning, which means“swallowing one's breath”and“begging for perfection”, to the“passive deep acting.”