Resumen. Although teacher emotions had already been investigated in the field of Education much earlier than in Applied Linguistics, studies on language teacher emotions started to appear only in early 2010’s. We can say that the affective/emotional turn is really on the rise now. It is not surprising that we have begun to see different research approaches. This very first special issue on emotions in language teaching and learning in a Brazilian journal contains articles under the following frameworks: a) a psychological approach; b) a sociocultural approach; c) a critical approach; d) a systems approach. Three major themes seem to permeate these papers, which have also been classified according to the aforementioned approaches to emotions: 1) brazilian language teachers as professionals and their emotions; 2) emotions as part of language learning; 3) supporting emotional processes in language learning and teaching. Implications and future directions are addressed here.
Cómo citar. Ferreira Barcelos, A. M., Aragão, R. C., Ruohotie Lyhty, M., y Colombo Gomes, G. da S. (2022). Contemporary perspectives on research about emotions in language teaching. Revista Brasileira de Linguística Aplicada, 22, 1–14. https://doi.org/10.1590/1984-6398202221654
