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Positive Language Education: Combining Positive Education and Language Education

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Mercer S., MacIntyre P., Gregersen T., Talbot K.

Theory and Practice of Second Language Acquisition

2018

vol. 4

issue 2

In this paper, we discuss the notion of Positive Language Education (PLE), which stems from a combination of Positive Education and Language Education. We suggest that there are good reasons for language educators to engage in enhancing 21st century skills alongside the promotion of linguistic skills. One key set of 21st century competences that would have academic and non-academic benefits are those which promote wellbeing. Wellbeing is indeed the foundation for effective learning and a good life more generally. Drawing on ideas from Content and Integrated Language Learning and Positive Education, PLE involves integrating non-linguistic and linguistic aims in sustainable ways which do not compromise the development of either skill set, or overburden educators. We believe that there are strong foundations on which to build a framework of PLE. Firstly, many language teachers already promote many wellbeing competences, in order to facilitate language learning. There is also a growing body of research on Positive Psychology in Second Language Acquisition on which further empirical work with PLE interventions can be developed. Building on the theoretical arguments put forward in this paper, we call for an empirically validated framework of PLE, which can be implemented in diverse cultural and linguistic settings.

Examining emotional intelligence within the context of positive psychology interventions

88%

Gregersen T., MacIntyre P. D., Finegan K. H., Talbot K., Claman S.

Studies in Second Language Learning and Teaching

2014

vol. 4

issue 2

327-353

Emotional intelligence has not been widely studied in second language acquisition and studies published to date have been questionnaire-based. In this study we take a qualitative approach to focus on how emotional intelligence is used by two participants, one a learner and the other a pre-service teacher. The two focal participants were selected because they showed the most positive movement toward attaining their possible future L2 selves among a larger sample. Analysis shows the ways in which four branches of emotional intelligence inter-acted as respondents worked with three activities adapted from the literature on positive psychology: savouring, three good things, and learned optimism. This paper shows how both the learner and teacher employed emotional intelligence to understand and integrate their experiences inside and outside the classroom as part of the language learning and teaching process.

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1 Studies in Second Language Learning and Teaching

1 Theory and Practice of Second Language Acquisition

2 Gregersen T.

2 Talbot K.

1 Claman S.

1 Finegan K. H.

1 MacIntyre P.

1 MacIntyre P. D.

1 Mercer S.

1 2018

1 2014

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Positive Language Education: Combining Positive Education and Language Education

Examining emotional intelligence within the context of positive psychology interventions