Situating the entangled positive and negative racialized emotions within a (critical) World Englishes methodology course

As teacher preparation programs incorporate anti-racist pedagogies to address deficit and racialized ideologies affecting students’ learning opportunities, emotions, and racialized language ideologies have been found to individually influence pre-service English teachers. These influences shape their engagement or disengagement with their professional training as they learn to adopt the role of ESL teachers, with limited research focusing on the emotional experiences they have toward the intersecting issues related to race and language. This case study focuses on three undergraduate students who were training to be TESOL-certified teachers during the 2020–2021 academic year. Through semi-structured interviews, classroom observations, assignments, and course materials, the study adopts a new materialist perspective to present how our participants experienced, embodied, and mobilized racialized emotions. The findings also reveal how all participants experience positive and negative racialized emotions – emotions people experience related to race within a particular situation. The article concludes by considering how racialized emotions can be situated within TESOL training and noting directions for future research.