Psychology For Language Teachers Free EXCLUSIVE Download
This book examines teachers and their psychology from a variety of theoretical and methodological perspectives. It covers well-established areas of teacher psychology plus areas that have only recently begun to be explored. The 19 chapters in this volume make a significant contribution to the emerging field of language teacher psychology.
Psychology For Language Teachers Free Download
MercerSarah: Sarah Mercer is the Head of the ELT Research and Methodology section at the University of Graz, Austria. She is interested in all aspects of language learning psychology, in particular self-related constructs, motivation, affect, agency, mindsets and belief systems. She is co-editor of Positive Psychology in SLA (with Peter MacIntyre and Tammy Gregersen) and Multiple Perspectives of the Self in SLA (with Marion Williams).
Achilleas Kostoulas taught English in schools in Greece before moving into language teacher education. He completed a PhD at the University of Manchester, UK and now works in the Department of English Studies at the University of Graz, Austria, where he teaches courses in ELT and Applied Linguistics. His research interests focus on the psychology of language learning and teaching.
Sarah Mercer is the Head of the ELT Research and Methodology section at the University of Graz, Austria. She is interested in all aspects of language learning psychology, in particular self-related constructs, motivation, affect, agency, mindsets, and belief systems. She is co-editor of Positive Psychology in SLA (with Peter MacIntyre and Tammy Gregersen) and Multiple Perspectives of the Self in SLA (with Marion Williams).
Sharona Moskowitz, Birkbeck College, University of London, UK:Heralding language teacher psychology as a movement gaining ascendancy in SLA, the book realistically acknowledges the difficulties of taking on such research while also underscoring its timeliness and exigency. One notably strong aspect of this book is the range of contributors with varied backgrounds and voices who reflect abroad scope of possibilities and make a strong and concerted argument for further investigation.
The chapters in this book have succeeded in laying out a rich, colourful and textured landscape of research into language teachers. With its diverse conceptual frameworks and innovative methodologies, the book is bound to become a primary reference for anyone wishing to orient themselves in this terrain and/or contribute to it.
In contrast to the study of learners, the study of teachers in the field of second language acquisition has been noticeably rare. In this masterful collection of recent research, Mercer and Kostoulas draw together a compelling rationale for attention to teachers as central players in language learning. The chapters in the book are compulsory reading for anyone wishing to gain deeper insights into language teacher psychology.
This book focuses on the emotional complexity of language teaching and how the diverse emotions that teachers experience while teaching are shaped and function. The book is based on the premise that teaching is not just about the transmission of academic knowledge but also about inspiring students, building rapport with them, creating relationships based on empathy and trust, being patient and most importantly controlling one's own emotions and being able to influence students' emotions in a positive way. The book covers a range of emotion-related topics on both positive and negative emotions which are relevant to language teaching including emotional labour, burnout, emotion regulation, resilience, emotional intelligence and wellbeing among others. These topics are studied within a wide range of contexts such as teacher education programmes, tertiary education, CLIL and action research settings, and primary and secondary schools across different countries. The book will appeal to any student, researcher, teacher or policymaker who is interested in research on the psychological aspects of foreign language teaching.
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 empirical perspectives spanning a diversity of professional contexts. The book will be of value to all those concerned with understanding or researching the emotional dimension of language teaching.
This timely anthology explores the foundational role of emotions in the professional lives and everyday practices of language teachers. Drawing on a wide range of theoretical, methodological and classroom-based approaches, the chapters open up new dimensions in our knowledge of the complexity and salience of language teacher emotions within and across multiple contexts.
A timely collection that advances new directions for investigating and reflecting on emotions in language education. Bringing various strands of contemporary emotion research to bear on diverse educational contexts across the globe, it provides essential insights into the affective realities that shape teachers' professional practices and impact their personal wellbeing.
This much-needed anthology uniquely recognises language teacher emotions and their importance for classroom practices but, most importantly, for teachers' own personal and professional development [...] After reading this book, the reader learns about the role of emotions and, more importantly, about the benefits of embracing more challenging and unpleasant emotions which can lead to personal growth and development.
The Emotional Rollercoaster of Language Teaching provides readers with a wide range of perspectives and an accurate picture of the field, revealing the complexity of language teachers' emotions and uncovering some emotional challenges affecting their well-being, pedagogical practices, and professional lives.
Christina Gkonou is Senior Lecturer in TESOL, University of Essex, UK. Her research interests include psychology for language learning and teaching, teacher professional identities, language anxiety and teacher education. She is co-editor (with Mark Daubney and Jean-Marc Dewaele) of New Insights into Language Anxiety (Multilingual Matters, 2017).
PsyToolkit is afree-to-use toolkit for demonstrating, programming, and runningcognitive-psychological experiments and surveys, including personalitytests. PsyToolkit is frequently used for academic studies, for studentprojects, and for teaching cognitive and personality psychology.
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After discarding duplicate works, a total of three studies were identified. The analysis of each of them resulted in: (a) a qualitative research about the trauma approach in conjunction with applied positive psychology for elementary school teachers (Brunzell et al., 2021); (b) a study focused on coping strategies in relation to well-being, stress and negative emotions in language teachers at different teaching levels (MacIntyre et al., 2020); and (c) a theoretical proposal focused on methods and teaching strategies based on well-being and positive psychology for teachers but focused on student well-being (Chu, 2020).
The intervention consisted of eight modules providing a formative journey through positive psychology, elements of well-being, character strengths, positive education and strategies, mental styles, resilience and optimism, mindfulness in conjunction with self-regulation, emotional management, empathy and compassion. The results indicated a significant increase in psychological well-being in each of its dimensions in the participating teachers before and after the intervention. It was concluded that the intervention presented satisfactory preliminary results (García-Álvarez et al., 2020).
The Jóvenes Fuertes research laboratory has developed an additional multi-component positive psychology intervention aimed at developing multidimensional psychological well-being and gratitude. This intervention uses a pre- and post-measurement methodology with a single group, and comprises eight sessions. In this intervention, teachers start from a Positive Psychology foundation, well-being models, and focus on each of the character strengths including an organized gratitude campaign in the school environment. Pre and post-tests results have indicated a marked increase in teachers' psychological well-being and gratitude. It was concluded that the intervention could be used to promote psychological well-being, gratitude and mental health in teachers (García-Álvarez and Soler, 2021).
With more than 700,000 registered users in over 100 countries around the world, Onestopenglish is the number one resource site for English language teachers, providing access to thousands of resources, including lesson plans, worksheets, audio, video and flashcards.
To date, the majority of work in language learning psychology has focused on the learner. In contrast, relatively little attention has been paid to teacher psychology. This volume seeks to redress the imbalance by bringing together various strands of research into the psychology of language teachers. It consists of 19 contributions on well-established areas of teacher psychology, as well as areas that have only recently begun to be explored. This original collection, which covers a multitude of theoretical and methodological perspectives, makes a significant contribution to the emerging field of language teacher psychology as a domain of inquiry within language education.