The belief that students don’t learn English effectively in public schools can have a great impact on the emotions, beliefs, and professional identity of Brazilian English teachers. This belief may stem from a variety of factors, such as limited resources, large class sizes, and inadequate language proficiency among students. As a result, teachers may experience a range of emotions, including frustration, disappointment, and a sense of helplessness in their efforts to facilitate language learning in such environments. Emotions influence beliefs and vice-versa. Understanding this relationship is necessary to offer a more supportive environment to help teachers to re-signify their beliefs and emotions. Numerous studies have shown that emotions are also interconnected with various other concepts, including identities and motivations.
BARCELOS, A.; ARAGÃO, R. Emotions in Language Teaching: A Review of Studies on Teacher Emotions in Brazil. Chinese Journal of Applied Linguistics. v. 41, p. 506-531, 2018 (adapted).

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