"Positive Psychology Interventions in the Asian English Language Teachi" by Alexander Nanni and Douglas Rhein
 

Positive Psychology Interventions in the Asian English Language Teaching Classroom: A Call to Action

Document Type

Article

Publication Title

International Journal of Literacies

Publication Date

1-1-2024

Abstract

The role of emotions in language learning has gained attention in recent years, with some researchers exploring the implications of positive psychology (PP) for second language acquisition. However, PP is relatively new in applied linguistics, and little has been published about integrating positive psychology interventions (PPIs) into language education. The COVID-19 pandemic has highlighted the need to foster positive mental states in students and underlined the importance of developing resilience. This article explores the possible interaction of PPIs in language education, with examples of activities that promote linguistic development while enhancing resilience. This article also reviews the literature on PP, emphasizing the importance of developing indigenous PPIs for different cultures. Culturally appropriate PPIs that focus on gratitude, empathy, and character strengths can be integrated into language education in Asia, with examples including journaling, gratitude visits, active constructive responding, making new social connections, and identifying and using character strengths. Further research is needed to explore the intersection of PP and language education, including teacher psychology.

Volume

31

Issue

1

First Page

47

Last Page

61

DOI

10.18848/2327-0136/CGP/v31i01/47-61

ISSN

23270136

E-ISSN

2327266X

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