ABSTRACT
Given my dual role as a researcher and practitioner, Chapter 9 rounds out the book by offering a selection of pedagogical insights. Of note, I argue that the findings presented herein serve as a reminder for teachers to remain cognizant of the rich emotional landscape to any class group; to consider the possibly varied ways in which emotions connect to different segments of lessons and, in particular, those in which compulsory (commercial) textbooks are used; to realize that both pleasant and unpleasant emotions can have constructive (or unconstructive) functions; and to allow opportunities for learners to notice and share their emotions and transportable identities (Zimmerman, 1998) to the degree that they deem appropriate.
