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240102 ||| eng |
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|a 9781350254510
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| 050 |
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|a P94.6
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|a McConachy, Troy
|e [editor]
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| 245 |
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|a Transformation, embodiment, and wellbeing in foreign language pedagogy
|b enacting deep learning
|c [edited by] Joseph Shaules and Troy McConachy
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| 250 |
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|a First edition
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| 260 |
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|a London
|b Bloomsbury Academic
|c 2022, 2022
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| 300 |
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|a 256 pages
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|a Introduction / Joseph Shaules (Keio University, Japan) and Troy McConachy (University of Warwick, UK) -- 1. The Psychology of Transformative Language Learning: Disruption, Resistance and Change / Joseph Shaules (Keio University, Japan) -- 2. The '4E' Model of Emotion Applied to Holistic, Deeply Transformative Foreign Language Learning / Rebecca Oxford (Professor Emerita and Distinguished Scholar-Teacher, University of Maryland, USA) -- 3. Journeys of Language Learning: Metaphor Conceptualizations of Holistic Visions / Martin Cortazzi (University of Warwick, UK) and Lixian Jin (University of Nottingham, Ningbo, China) -- 4. Humanistic Motivation in Language Learning: Self-understanding and Transformation / Zi Wang (University of Warwick, UK) -- 5. More than Words: Developing Embodied Learning Activities to Teach English Causatives / David Wijaya (University of Queensland, Australia) -- 6. 'A strange tongue makes my cause more strange' -- Encouraging Deep Learning through an Interactive, Intercultural Approach to Shakespeare / Duncan Lees (University of Warwick, UK) -- 7. 'Where should my story begin?': Reader Response and Deep Learning in the German Language-Culture Classroom / Chantelle Warner (University of Arizona, USA) -- 8. Exploring Pragmatic Resistance and Moral Emotions in the Learning of L2 Pragmatics / Troy McConachy (University of Warwick, UK) -- 9. 'Beyond Coping': Embodiment Exercises against Foreign Language Anxiety / Ivett Guntersdorfer (Ludwig-Maximilians University Munich, Germany) -- 10. Innovations in Language Teacher Education: Positive Psychology Activities as a Means for Emotion Self-Regulation and Wellbeing / Maria Matilde Olivero (National University of Río Cuarto, Argentina), Maria Celina Barbeito (National University of Río Cuarto, Argentina) and Adelina Sanchez Centeno (National University of Río Cuarto, Argentina) -- References -- Index
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|a Includes bibliographical references and index
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| 653 |
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|a Intercultural communication
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| 653 |
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|a Multicultural education
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| 653 |
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|a Language and languages / Study and teaching
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| 700 |
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|a Shaules, Joseph
|e [editor]
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| 041 |
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|a eng
|2 ISO 639-2
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| 989 |
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|b BECS
|a Bloomsbury Education and Childhood Studies
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| 500 |
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|a Mode of access: World Wide Web
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| 024 |
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|a 10.5040/9781350254510
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| 776 |
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|z 9781350254503
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| 776 |
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|z 9781350254480
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| 776 |
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|z 9781350254527
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| 776 |
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|z 9781350254510
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| 856 |
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|u https://doi.org/10.5040/9781350254510?locatt=label:secondary_educationAndChildhoodStudies
|x Verlag
|3 Volltext
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|a 303.48/2
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| 520 |
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|a "This volume introduces pedagogical approaches and empirical studies that emphasize deeper, embodied engagement with language, the transformative potential of the language learning experience, and the importance of learner and teacher well-being. A deep learning orientation sees foreign language learning not as a psychologically neutral process of internalising linguistic rules but as an embodied process that is intimately tied to learners' experience of self, including emotion, body states, metaphoric understanding, aesthetic sensibilities, and moral intuitions. This volume challenges language teachers and teacher trainers to move beyond instrumentalist views of language learning, to recognise the deeply impactful nature of the language learning experience, and to consider how language pedagogy can contribute to the development of the learner as a whole person. Chapters in this volume consider the enactment of deep learning from diverse theoretical perspectives, including positive psychology, embodied cognition, cognitive linguistics, motivational theory, literary theory, and moral psychology. Each chapter provides concrete discussion of ways that these theoretical perspectives can inform educators' approaches to deep learning, supported by analysis of empirical data from classroom contexts or critical synthesis of relevant theoretical literature. The volume provides language teachers, teacher trainers and applied linguists with concrete insights into the multidisciplinary foundations of conceptualizing, planning, and implementing deep learning in language classrooms."--
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