Abstract. Although teachers' emotions had been researched in the field of education long before applied linguistics, studies on the emotions of language teachers only began to appear in the early 2010s. We can say that the affective and emotional turn is currently experiencing a strong surge. It is not surprising that we have begun to see different research approaches. This first special issue on emotions in language teaching and learning in a Brazilian journal contains articles framed within the following perspectives: a) a psychological approach; b) a sociocultural approach; c) a critical approach; and d) a systemic approach. Three main themes appear to permeate these works, which have also been classified according to the approaches to emotions mentioned above: 1) Brazilian language teachers as professionals and their emotions; 2) emotions as part of language learning; and 3) supporting emotional processes in language learning and teaching. The implications and future lines of research are also addressed.
How to cite. Ferreira-Barcelos, A. M., Aragão, R. C., Ruohotie-Lyhty, M., & Colombo-Gomes, G. da S. (2022). Contemporary perspectives on research about emotions in language teaching. Brazilian Journal of Applied Linguistics, 22, 1–14. https://doi.org/10.1590/1984-6398202221654
