Abstract A growing number of recent studies in applied linguistics focus on teacher emotions in response to several major shifts within the field, expanding the scope of analyses to include the social and affective dimensions of second language education. This paper aims to expand the discussion on the emotions of non-native English speaking teachers (NNESTs) by examining their anxiety from the perspective of sociopolitical and socioeconomic theories. By introducing three theories on emotions developed by Raymond Williams (1977), Pierre Bourdieu (1986), and Sara Ahmed (2015), I demonstrate how their insights on the social construction and circulation of emotions can be applied to NNESTs’ emotional struggles in relation to structural inequalities. Then, I discuss theoretical and practical implications of this perspective on language teaching and teacher education, calling for criticality in the area of teacher emotions.

中文翻译：

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非英语母语教师情绪的批判方法

摘要应用语言学领域的最新研究越来越关注于教师的情感以应对该领域的一些重大变化，从而将分析范围扩大到包括第二语言教育的社会和情感维度。本文旨在通过从社会政治和社会经济理论的角度研究非母语英语教师的焦虑，来扩大对他们的情感的讨论。通过介绍雷蒙德·威廉姆斯（1977），皮埃尔·布尔迪厄（1986）和萨拉·艾哈迈德（2015）提出的三种情绪理论，我证明了他们对情绪的社会建构和循环的见解如何可以应用于NNESTs在关系方面的情绪斗争。结构上的不平等。然后，