Along with a sharp turn to researching emotions in second language (L2) learning, this edited volume tries to take emotions to L2 teaching and teacher education as well. The volume opens with a foreword and an introduction, unfolds in six parts (each comprising several content chapters), and closes with an afterword from renowned scholars working on L2 teachers’ emotions. In the Foreword, Thomas S. C. Farrell complains about the neglect of L2 teachers’ emotions and believes that this volume “begins to fill the gap in the TESOL literature on the importance of emotions in teaching” (p. viii). In the Introduction and Overview, Juan de Dios Martínez Agudo sets the rationale of the book by outlining some thoughts on emotions from education, applied linguistics, and L2 teacher education. Part I incorporates two chapters. In the first chapter, Cynthia J. White reviews the works by the 1970s and 1980s pioneers in the field and discusses the influences of positive psychology on L2 emotion research. In the second chapter, Yueting Xu delivers a synthesis of research on L2 teachers’ emotions to address methodological issues. She also presents an overview of teacher emotion research in general education to let us have a deeper grasp of qualitative, quantitative, and mixed methods research on L2 teachers’ emotions.
