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Publications (46)
The vast body of research on language teacher identity from the past two decades along with more recent research on language teacher emotions has shown that identity and emotions are mutually shaping facets of language teachers’ professional lives. (Un)belonging is a key link between teacher identity and emotions in that the feeling of belonging ty...
Cultivating Wellbeing in Language Teaching provides an understanding of both managerial and teacher wellbeing, along with a set of practical strategies which educational managers can use to support the wellbeing of teachers in their school. It aims not only to help prevent stress and mental health problems in the workforce, but also to promote high...
Although previous research has shown that teaching is replete with emotion (Zembylas, 2004) and that emotion regulation should be viewed as a key teacher competence (Brackett, Palomera, Mojsa-Kaja, Reyes, & Salovey, 2010; Gkonou & Mercer, 2017),there is still much that we do not know about how such regulation is performed in teachers' day-today tea...
This article explores how the language teachers in our study associated particular teaching experiences with feeling happy in qualitative interview accounts. Adopting a critical poststructural orientation, it uses the concept of sticky objects (Ahmed 2010; Benesch 2017) to explore how contexts, social discourses, relationships and emotional norms a...
If you have any enquiries regarding this discount order form please do not hesitate to email us: info@multilingual-matters.com This volume provides fascinating insights into the complexity of emotions shaping language teachers' classroom practice, experiences and working lives. The editors have brought together a rich range of theoretical and empir...
Lessons from Good Language Teachers - edited by Carol Griffiths April 2020
In this article the researchers explore the notion of emotional capital in relation to language teachers’ emotion labor and the role of reflection in understanding their emotional experiences. They draw on interview narratives with teachers (N = 25) working in higher education institutions in the United States and United Kingdom. During these inter...
Culture, language, and learning strategies form a grand tapestry, which is this article’s theme. The authors explain each part of the tapestry, provide ideas for teaching all parts in a smoothly united way, and explore key cultural issues (i.e., cognitive flexibility, ethnocultural empathy, intercultural understanding, and needs of intercultural tr...
This is the questionnaire used for the publications: Dewaele, Gkonou & Mercer 2018; Dewaele & Mercer 2018
Existing research suggests that being multilingual may convey advantages for additional language learning. However, little research to date has examined the role of multiple languages in primary-school classroom settings and in foreign language learning in particular. We investigated the learning of French by children with English as an additional...
Emotions are a key part of language education for all stakeholders. Yet, to date, learner emotions have been studied more frequently than those of teachers. In this chapter, we argue that it is crucial to investigate teachers’ management of their own emotions and examine any possible links with their classroom practices. We use the metaphor of teac...
Research on language teacher agency and language teacher emotions has demonstrated that both are central components of teacher identity and practice. However, few researchers have explored the co-constitutive effects of agency and emotion for language teachers or the role of emotion labor in producing emotional rewards. This article addresses these...
This study examines how a group of eight teachers of English as a foreign language (EFL) in Greece discuss their efforts to address their students’ language anxiety (LA). We found that in most cases, these teachers’ efforts are motivated by an ethic of care (Noddings, 1988, 2005, 2013) in which they seek to construct positive relationships with stu...
Description This book provides an overview of current theory, research and practice in the field of language anxiety and brings together a range of perspectives on this psychological construct in a single volume. Chapters show that language anxiety can be viewed as a complex and dynamic construct and can be researched using different methods and fr...
In this chapter, we argue that emotional (EI) and social intelligence (SI) are core competencies for language teachers. EI and SI refer to an individual’s abilities in understanding and managing their own emotions as well as their interpersonal relationships. Both competencies are especially important for language teachers given the inherently inte...
Emotions and social relationships are at the centre of all human behaviour. Teaching in particular requires the careful handling of students’ and teachers’ own emotions as well as the sensitive promotion of positive social relationships between the teacher and students and among students. These emotional and social competences are key components of...
Research into the psychology of language learning has grown exponentially in the last decade, yet, teacher perspectives on the field have been surprisingly absent from this body of research. The present study was designed to address this gap. Drawing on a survey with 311 foreign language teachers working at different school levels in 3 European cou...
Dear Colleague, Student, Friend,
Sarah Mercer (University of Graz), Christina Gkonou (University of Essex) and myself, Jean-Marc Dewaele (Birkbeck, University of London) have launched an anonymous online questionnaire to collect data from English as second/foreign language teachers and trainee teachers from all around the world. We are interested i...
Language learning psychology has been defined by Mercer, Ryan and Williams (2012, p. 2) as being “concerned with the mental experiences, processes, thoughts, feelings
, motives, and behaviours of individuals
involved in language learning”.
Our main aim in compiling this volume has been to draw attention to the emerging field of language learning psychology and lay some groundwork for future possible developments in both theoretical and empirical terms. In this final chapter, we explore some common themes that we see as emerging from the chapters, considering explicitly what the multi...
Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4 Introduction.- Intentionality and Complex Systems Theory.- New directions in language learning strategy research.- A systemic view of learner autonomy.- Attachment theory: Insights into student postures in autonomous language learning.- Emotions and feelings in language advis...
Within SLA, there has been a growing awareness and understanding of complexity theories in recent years. In this article, the authors aim to address foreign language anxiety embodied in individuals in the classroom from a complexity perspective. Through a 'complexity' lens, we attempt to offer complexity informed explanations for the emergence and...
Much of the research into language anxiety has concentrated on the detrimental effects of speaking anxiety on academic achievement. However, less attention has been paid to the components of oral classroom anxiety that are an impediment to the development of L2 speaking fluency. Clearly, understanding the nature of speaking anxiety will help toward...
Drawing on learners' diaries, the study reported in this article focused on the English language classroom anxiety (ELCA) of eight Greek EFL learners in private language school settings. The study investigated the extent to which anxiety is amenable to change and the factors contributing to the creation and increase in students' anxiety in class. A...
The assumption that foreign language learners experience a high level of anxiety mainly when faced with speaking activities implies that research should focus on those learners prone to anxiety over that skill. Despite not being widely investigated, foreign language writing anxiety also seems to be a concern for a large number of students. Drawing...
