The competing demands of teaching, research, and service seem
to never end. Consequently, as academics, we often find ourselves feeling
unable to realize our professional goals while also maintaining a life
outside of work. Recognizing that there is no one-size-fits-all way to
achieve or approximate work-life balance, this chapter presents essays on
this topic by five applied linguists with a range of backgrounds. Each is
personal and introspective, providing concrete guidance on what they have
found to be true and helpful in an effort to achieve satisfaction in their
professional as well as personal lives. The chapter also includes an
introduction that brings together five of the main themes found throughout
of the chapter.
Article outline
Introduction
Theme 1: The blessing and curse of having a flexible schedule
Theme 2: Efficiency strategies
Theme 3: Boundary-setting
Theme 4: Kids
Theme 5: Sacrifices, and trade-offs, and priorities
Managing work-life balance: The rule that saved both my sanity and my social life
What I’ve learned about being an academic
Achieving a life-work balance: What teacher training (and my children) taught me
Living on the periphery: Cause of despair or source of hope?
(2016, October1). Ruth
Bader Ginsburg’s advice for
living. New York
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King, T. C.
(1996) Rounding
corners: An African American female scholar’s pretenure
experiences. In P. J. Frost & M. S. Taylor (Eds.), Rhythms
of academic life: Personal accounts of careers in
academia (pp. 193–200). Thousand Oaks, CA: Sage.
Kondo, M.
(2011) The
life-changing magic of tidying up: The Japanese art of decluttering
and organizing. Berkeley, CA: Ten Speed Press
Sasaki, M.
(2003) A
scholar on the periphery: Standing firm, walking
slowly. In C. P. Casanave & S. Vandrick (Eds.), Writing
for scholarly publication: Behind the scenes in language
education (pp. 211–221). Mahwah, NJ: Lawrence Erlbaum Associates.
Cited by
Cited by 1 other publications
Kim, Miso, Eunhae Cho & Sungwoo Kim
2023. Going beyond boundaries: A collaborative autoethnographic study of three teachers’ negotiation of cognitive/emotional dissonances. Language Teaching Research
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