Luis Javier Pentón Herrera currently serves as Assistant Professor at the University of Warsaw, Poland, in the Department of Modern Languages and The Institute of Applied Linguistics. His current research focuses on social-emotional learning (SEL), emotions, and well-being in language and literacy education, Indigenous students from Latin America, immigrant and refugee education, and autoethnography and storytelling.Gilda Martínez-Alba is the Assistant Dean at the College of Education at Towson University, Maryland, USA. Her research interests include English language teacher wellness, asset-based literacy instruction for multilingual learners, and social-emotional learning. Ethan Trinh is a Vietnamese immigrant, activist, feminist, writer, queer researcher, and teacher educator pursuing their doctorate at the Middle and Secondary Education Department, Georgia State University, USA. Their research interests are autoethnography, storytelling, queer studies, and new materialism in English language teaching.

• Part 1: 1. Psychological Perspectives on Teachers’ Well-being: Principles and Possibilities 2. Situating Teacher Well-being in English Language Teaching Part 2: 3. A Poetic Autoethnography of when Poetry Became my Synergistic Approach for Pedagogy and Andragogy 4. ESL Teacher Well-being in Sri Lanka: An Autoethnography 5. Radical (Collective) Self-care: Reflections for the Activist TESOL Educator Part 3: 6. English Language Teacher Well-being and Professional Identity Construction: A Self-determination Theory Perspective 7. Appreciative Inquiry as a Pathway to Language Teacher Well-being 8. Vicarious Trauma and the Unregulated Education of Pre-service Adult Language Instructors 9. English Teacher Well-being in the Face of the Pandemic: An Investigation in the South East of Nigeria 10. Embedding Well-being into Language Teacher Education and Professional Development: Starting the Conversation 11. Building Young Teacher Well-being in Universities: A Case Study of the Teachers’ Development Center in SISU Part 4: 12. Language Teacher Candidates’ Emotion Labor: Transcending Circulating Language Ideologies 13. What University-Level Institutions are Doing to Promote Teacher Self-care and Well-being: Reflections from the Gulf 14. English Language Teaching Associations on Teacher Well-being 15. Palestinian English Teachers’ Challenges for Well-being and Excellence Part 5: 16. Concluding Thoughts on Teacher Well-being in English Language Teaching: An Ecological Pathway Forward

“The articles in this volume convey a palpable sense of urgency: since English language teacher well-being is essential for English language learners to experience success, something must be done before English language teachers collapse under the weight of the incredible burden they were already bearing prior to the outbreak of the war in the Middle East.” - Kathleen Barnard, Teachers College Record

Luis Javier Pentón Herrera currently serves as Assistant Professor at the University of Warsaw, Poland, in the Department of Modern Languages and The Institute of Applied Linguistics. His current research focuses on social-emotional learning (SEL), emotions, and well-being in language and literacy education, Indigenous students from Latin America, immigrant and refugee education, and autoethnography and storytelling.Gilda Martínez-Alba is the Assistant Dean at the College of Education at Towson University, Maryland, USA. Her research interests include English language teacher wellness, asset-based literacy instruction for multilingual learners, and social-emotional learning. Ethan Trinh is a Vietnamese immigrant, activist, feminist, writer, queer researcher, and teacher educator pursuing their doctorate at the Middle and Secondary Education Department, Georgia State University, USA. Their research interests are autoethnography, storytelling, queer studies, and new materialism in English language teaching.

• Part 1: 1. Psychological Perspectives on Teachers’ Well-being: Principles and Possibilities 2. Situating Teacher Well-being in English Language Teaching Part 2: 3. A Poetic Autoethnography of when Poetry Became my Synergistic Approach for Pedagogy and Andragogy 4. ESL Teacher Well-being in Sri Lanka: An Autoethnography 5. Radical (Collective) Self-care: Reflections for the Activist TESOL Educator Part 3: 6. English Language Teacher Well-being and Professional Identity Construction: A Self-determination Theory Perspective 7. Appreciative Inquiry as a Pathway to Language Teacher Well-being 8. Vicarious Trauma and the Unregulated Education of Pre-service Adult Language Instructors 9. English Teacher Well-being in the Face of the Pandemic: An Investigation in the South East of Nigeria 10. Embedding Well-being into Language Teacher Education and Professional Development: Starting the Conversation 11. Building Young Teacher Well-being in Universities: A Case Study of the Teachers’ Development Center in SISU Part 4: 12. Language Teacher Candidates’ Emotion Labor: Transcending Circulating Language Ideologies 13. What University-Level Institutions are Doing to Promote Teacher Self-care and Well-being: Reflections from the Gulf 14. English Language Teaching Associations on Teacher Well-being 15. Palestinian English Teachers’ Challenges for Well-being and Excellence Part 5: 16. Concluding Thoughts on Teacher Well-being in English Language Teaching: An Ecological Pathway Forward

“The articles in this volume convey a palpable sense of urgency: since English language teacher well-being is essential for English language learners to experience success, something must be done before English language teachers collapse under the weight of the incredible burden they were already bearing prior to the outbreak of the war in the Middle East.” - Kathleen Barnard, Teachers College Record

Luis Javier Pentón Herrera currently serves as Assistant Professor at the University of Warsaw, Poland, in the Department of Modern Languages and The Institute of Applied Linguistics. His current research focuses on social-emotional learning (SEL), emotions, and well-being in language and literacy education, Indigenous students from Latin America, immigrant and refugee education, and autoethnography and storytelling.Gilda Martínez-Alba is the Assistant Dean at the College of Education at Towson University, Maryland, USA. Her research interests include English language teacher wellness, asset-based literacy instruction for multilingual learners, and social-emotional learning. Ethan Trinh is a Vietnamese immigrant, activist, feminist, writer, queer researcher, and teacher educator pursuing their doctorate at the Middle and Secondary Education Department, Georgia State University, USA. Their research interests are autoethnography, storytelling, queer studies, and new materialism in English language teaching.

• Part 1: 1. Psychological Perspectives on Teachers’ Well-being: Principles and Possibilities 2. Situating Teacher Well-being in English Language Teaching Part 2: 3. A Poetic Autoethnography of when Poetry Became my Synergistic Approach for Pedagogy and Andragogy 4. ESL Teacher Well-being in Sri Lanka: An Autoethnography 5. Radical (Collective) Self-care: Reflections for the Activist TESOL Educator Part 3: 6. English Language Teacher Well-being and Professional Identity Construction: A Self-determination Theory Perspective 7. Appreciative Inquiry as a Pathway to Language Teacher Well-being 8. Vicarious Trauma and the Unregulated Education of Pre-service Adult Language Instructors 9. English Teacher Well-being in the Face of the Pandemic: An Investigation in the South East of Nigeria 10. Embedding Well-being into Language Teacher Education and Professional Development: Starting the Conversation 11. Building Young Teacher Well-being in Universities: A Case Study of the Teachers’ Development Center in SISU Part 4: 12. Language Teacher Candidates’ Emotion Labor: Transcending Circulating Language Ideologies 13. What University-Level Institutions are Doing to Promote Teacher Self-care and Well-being: Reflections from the Gulf 14. English Language Teaching Associations on Teacher Well-being 15. Palestinian English Teachers’ Challenges for Well-being and Excellence Part 5: 16. Concluding Thoughts on Teacher Well-being in English Language Teaching: An Ecological Pathway Forward

“The articles in this volume convey a palpable sense of urgency: since English language teacher well-being is essential for English language learners to experience success, something must be done before English language teachers collapse under the weight of the incredible burden they were already bearing prior to the outbreak of the war in the Middle East.” - Kathleen Barnard, Teachers College Record