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dc.contributor.authorMcAlinden, Maggie
dc.contributor.editorDunworth, K. & Zhang, G.
dc.date.accessioned2017-01-30T12:26:34Z
dc.date.available2017-01-30T12:26:34Z
dc.date.created2014-08-20T20:00:26Z
dc.date.issued2014
dc.identifier.citationMcAlinden, M. 2014. Can teachers know learners' minds? Teacher empathy and learner body language in English language teaching, in Dunworth, K. and Zhang, G. (ed), Critical perspectives on language education, pp. 71-100. UK: Springer.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/21655
dc.identifier.doi10.1007/978-3-319-06185-6_5
dc.description.abstract

Empathy has often been associated with how people come to know the minds of others. Theory of mind (ToM) proposes that through social cognition people make unique inferences about unobservable mental states such as intentions, goals and beliefs. This chapter explores the association between teacher empathy, ToM and interculturality, and the expression and interpretation of emotion in intercultural educational settings. The chapter raises questions about the universality of non-verbal emotional expression and interpretation of emotion across cultures, and suggests that teachers may not always be accurate in their interpretations of learners' emotional cues in intercultural encounters. The chapter concludes that reflexivity and empathy are essential elements of being in interculturally effective educator.

dc.publisherSpringer
dc.subjectTheory of mind
dc.subjectLearner body language
dc.subjectIntercultural education
dc.subjectTeacher empathy
dc.titleCan teachers know learners' minds? Teacher empathy and learner body language in English language teaching
dc.typeBook Chapter
dcterms.source.startPage71
dcterms.source.endPage100
dcterms.source.titleCritical perspectives on language education
dcterms.source.isbn978-3-319-06185-6
dcterms.source.placeUK
dcterms.source.chapter10
curtin.departmentHealth Sciences-Faculty Office
curtin.accessStatusFulltext not available


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