Although translanguaging has been theoretically argued and empirically proven to have changed the landscape of bi/multilingual education, very limited research has paid attention to issues of how teachers emotionally respond to translanguaging. To enrich recent theories and inform practices, the proposal aims to explore the emotional experiences of teachers who teach bi/multilingual speaking students while implementing translanguaging in rural schools in upstate New York. This one-semester qualitative project will collect comprehensive data, including a survey, two semi-structured interviews, two narrative frames, and two classroom observations to address the following two overarching research questions:

1. How do teachers of MLLs emotionally respond to translanguaging in language and content classrooms in the rural areas of western New York?
2. How do teachers navigate/manage emotion labor about translanguaging?

The data will be analyzed using a thematic analysis approach, ensuring a thorough understanding of teachers' emotional experiences while translanguaging is implemented for teaching.

The investigation will provide policy-makers with first-hand data to make informed and research-based decisions, inform teacher training, advance teaching and learning, and improve educational and linguistic fields. In sum, the findings of the project will help dismantle the entanglement of translanguaging and emotion labor, deconstruct how emotional capital can bring emotional rewards and also become the source or form of symbolic violence, and offer strategies for teachers’ awareness of emotional experiences and emotional professionalism.