Abstract This study investigates the emerging teacher identities of international graduate students teaching Korean as a foreign language (KFL), negotiated through the dynamic work of emotions according to a socio-cultural context. Data were drawn from two rounds of interviews with five international students enrolled in a graduate program at an American university. The qualitative analysis of these interviews revealed that their emotional experiences from teaching KFL courses revolved around their perceptions of teacher authority and (non)-nativeness of Korean and English during interactions with local students. The negotiation of identities was fostered by the ways in which the teachers responded emotionally to culturally different norms of teacher-student interactions. Given the differences between Korean and American academic contexts, some of them were able to activate positive emotions (e.g., being compassionate toward their students) and embrace the local cultural norms. Accordingly, a new professional teacher identity emerged, which was more like “a friend” than an authoritative teacher. This negotiated teacher identity improved classroom interaction, which led to positive emotional rewards (e.g., pride and confidence). These cases are discussed to highlight the transformation of emotions and cultivation of foreign language teacher identity in a localized context.

中文翻译：

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研究生导师新兴语言教师认同中的情感协商

摘要 本研究调查了教授韩语作为外语 (KFL) 的国际研究生的新兴教师身份，根据社会文化背景通过情绪的动态工作进行协商。数据来自对在美国大学攻读研究生课程的五名国际学生进行的两轮采访。对这些访谈的定性分析表明，他们在教授 KFL 课程时的情感体验围绕着他们对教师权威的看法以及在与当地学生互动时对韩语和英语的（非）母语的看法。教师对不同文化的师生互动规范的情感反应方式促进了身份的协商。鉴于韩国和美国学术背景的差异，他们中的一些人能够激发积极的情绪（例如，对学生富有同情心）并接受当地的文化规范。相应地，出现了一种新的职业教师身份，更像是“朋友”而不是权威的教师。这种协商的教师身份改善了课堂互动，从而带来了积极的情感奖励（例如，自豪和自信）。讨论这些案例是为了突出本土化背景下的情感转化和外语教师身份的培养。这导致了积极的情感奖励（例如，骄傲和自信）。讨论这些案例是为了突出本土化背景下的情感转化和外语教师身份的培养。这导致了积极的情感奖励（例如，骄傲和自信）。讨论这些案例是为了突出本土化背景下的情感转化和外语教师身份的培养。