Sarah Mercer

This Element has three main aims. First, the authors wish to synthesize research on language teacher psychology to provide state-of-the-art insights into the topic and identify possible avenues of scholarship. They do so by adopting a trilogy of mind perspective, which helps organize aspects of teacher psychology into three domains: cognition, affect, and motivation. Second, the overview of the literature outlines key issues, identifies gaps in the authors' understandings and scholarship, and it also introduces less common constructs (e.g., flow, collective efficacy beliefs, attributions) to inspire future research in this area. Third, the authors intend to reflect on practical implications for practitioners, language teacher educators, preservice teachers, and policymakers of the research to date. Rather than offering a definitive account, the authors seek to open dialogue and encourage further research and practice to ensure language teachers in all contexts receive the recognition and thus support they deserve.

This Element has three main aims. First, the authors wish to synthesize research on language teacher psychology to provide state-of-the-art insights into the topic and identify possible avenues of scholarship. They do so by adopting a trilogy of mind perspective, which helps organize aspects of teacher psychology into three domains: cognition, affect, and motivation. Second, the overview of the literature outlines key issues, identifies gaps in the authors' understandings and scholarship, and it also introduces less common constructs (e.g., flow, collective efficacy beliefs, attributions) to inspire future research in this area. Third, the authors intend to reflect on practical implications for practitioners, language teacher educators, preservice teachers, and policymakers of the research to date. Rather than offering a definitive account, the authors seek to open dialogue and encourage further research and practice to ensure language teachers in all contexts receive the recognition and thus support they deserve.

This innovative book integrates theory and practice in the teaching of contemporary life skills alongside and as part of language teaching that looks at the 'whole student'.Introducing their Positive Language Education framework, the authors expertly outline the theoretical background for integrating linguistic objectives with a wide range of holistic 21st century competencies including emotional regulation, well-being, ecoliteracy, and global citizenship. They then offer a unique, practical array of concrete suggestions and hands-on, research-based activities to help language educators develop their repertoire as Positive Language Educators, including how to conduct their own research on this subject. This reader-friendly resource gives pre- and in-service FL/L2 teachers the tools and confidence to understand and implement these principles in the classroom and beyond.Advanced students and researchers of applied linguistics, education, and psychology, as well as curriculum developers, teacher trainers, and aspiring teachers around the world – and their students – will benefit from this unique book.

This innovative book integrates theory and practice in the teaching of contemporary life skills alongside and as part of language teaching that looks at the 'whole student'.Introducing their Positive Language Education framework, the authors expertly outline the theoretical background for integrating linguistic objectives with a wide range of holistic 21st century competencies including emotional regulation, well-being, ecoliteracy, and global citizenship. They then offer a unique, practical array of concrete suggestions and hands-on, research-based activities to help language educators develop their repertoire as Positive Language Educators, including how to conduct their own research on this subject. This reader-friendly resource gives pre- and in-service FL/L2 teachers the tools and confidence to understand and implement these principles in the classroom and beyond.Advanced students and researchers of applied linguistics, education, and psychology, as well as curriculum developers, teacher trainers, and aspiring teachers around the world – and their students – will benefit from this unique book.

Compassion-based Language Education shows teachers how they can inspire their students through a compassion-based approach. We should aim to teach students how to communicate and connect with the world around them using compassion and this book provides lots of practical ideas to help teachers incorporate compassion into their everyday teaching practice.

A compact, user-friendly reference book which draws from up-to-date research and theories from psychology to offer teachers with practical tips for small changes which they can make to their practice which will significantly improve learner outcomes and teaching. Focussing on principles from 'nudge theory', this publication aims to facilitate positive learning and teaching scenarios. The book is organised around six core areas of the psychology of language learning and teaching: teacher wellbeing; leading with compassion, authority and skill; balancing the socio-emotional climate of your group; improving learner self-esteem; empowering students.

This book explores language teacher wellbeing across the career span from an ecological perspective. It reports on empirical findings from an extensive investigation into language teacher wellbeing in various social, cultural and linguistic contexts. It is unique in casting light on the professional trajectory of language teachers and opening up discussions on the characteristics, psychological needs and strengths of language teachers at different points in their careers. It examines wellbeing in terms of the dynamic interplay between the challenges individuals encounter in their personal and professional lives, and the psychological, social and contextual resources that they draw on to buffer the impact of these challenges. The findings of the study will help readers to understand how language teachers can protect and nurture their wellbeing, not only to remain in the profession, but also to thrive in the long-term. The book will be a valuable resource for anyone interested in the lives, wellbeing and psychology of language teachers in diverse contexts and career phases.

This book explores language teacher wellbeing across the career span from an ecological perspective. It reports on empirical findings from an extensive investigation into language teacher wellbeing in various social, cultural and linguistic contexts. It is unique in casting light on the professional trajectory of language teachers and opening up discussions on the characteristics, psychological needs and strengths of language teachers at different points in their careers. It examines wellbeing in terms of the dynamic interplay between the challenges individuals encounter in their personal and professional lives, and the psychological, social and contextual resources that they draw on to buffer the impact of these challenges. The findings of the study will help readers to understand how language teachers can protect and nurture their wellbeing, not only to remain in the profession, but also to thrive in the long-term. The book will be a valuable resource for anyone interested in the lives, wellbeing and psychology of language teachers in diverse contexts and career phases.

Engaging Language Learners in Contemporary Classrooms draws on extensive theoretical knowledge to examine engagement from a wide range of perspectives, going beyond the study of motivation to explore how teachers can ensure learners remain engaged in the face of the distractions of 21st century life. Topics covered include the contexts of learner engagement, the facilitative learner mindset, teacher–student rapport, positive classroom dynamics and culture, initiating engagement with learning tasks and sustaining engagement on learning tasks..

This book serves as a practical guide for individual teachers, helping them discover strategies for nurturing and promoting their wellbeing. It also acknowledges the importance of contextual factors. Readers are encouraged to reflect upon their own practice and find techniques that suit them personally.

Each title in the series is intended to serve both as a basis for training courses and seminars, and as a reference text.

This book contributes to our growing understanding of the nature and development of language learner self-concept. It assesses the relevant literature in the disciplines of psychology and applied linguistics and describes in-depth, qualitative research examining the self-concepts of tertiary-level EFL learners. Although researchers in applied linguistics and SLA have recognized the importance of self-constructs, there remains little empirical work in the context of foreign language learning that focuses exclusively and at length on this central psychological construct. The content of this monograph draws on interdisciplinary sources, with input from psychology and applied linguistics. It will appeal to students and researchers interested in language-learner psychology as well as self-related constructs in general. The text provides insights into how learners view themselves, and how these self-beliefs can develop and affect the progress of an individual’s language learning.

This book contributes to our growing understanding of the nature and development of language learner self-concept. It assesses the relevant literature in the disciplines of psychology and applied linguistics and describes in-depth, qualitative research examining the self-concepts of tertiary-level EFL learners. Although researchers in applied linguistics and SLA have recognized the importance of self-constructs, there remains little empirical work in the context of foreign language learning that focuses exclusively and at length on this central psychological construct. The content of this monograph draws on interdisciplinary sources, with input from psychology and applied linguistics. It will appeal to students and researchers interested in language-learner psychology as well as self-related constructs in general. The text provides insights into how learners view themselves, and how these self-beliefs can develop and affect the progress of an individual’s language learning.