While not directly related to positive psychology, the upcoming Language Education and Emotions conference is certainly relevant to anyone teaching languages and concerned with student motivation and well-being. The conference will take place at the University of Antwerp (Belgium) on November 26-28, 2018. Keynote speakers include Jane Arnold Morgan and Jean-Marc Dewaele.
The third Psychology of Language Learning (Tokyo, June 7-10, 2018) conference promises to be an exciting event, with a line-up of plenary speakers that includes some of the biggest names in the field: Mimi Bong, Zoltán Dörnyei, Lourdes Ortega, Richard M. Ryan, and Ema Ushioda.
Early bird registrations close on April 14, so only a few days away to secure your spot at a reduced rate.
With many tertiary institutions embracing learning analytics and reporting tools at a fast pace, we must ensure that these practices are indeed supportive of student learning and overall wellbeing. A recent article published by Jisc, a UK-based organisation that provides services to higher education providers, reviews some of the studies that have explored this topic.
The final report on the Flourishing in a Second Language (FL2) project has been officially published, and is available for download from the Australian Department for Education and Training website: http://www.olt.gov.au/project-helping-first-year-students-flourish-through-languages-integrating-positive-psychology-trans
The FL2 team attended the LCNAU Colloquium in Adelaide. On Monday, 27 November, Prof. John Hajek launched Positive Psychology approaches to the teaching and learning of Italian in Australia -- a special issue of the Australian Review of Applied Linguistics guest-edited by Antonia Rubino, Antonella Strambi and Vincenza Tudini (pictured here with Prof. Hajek, left). The volume contains a report on the FL2 project, in addition to other relevant papers contributed by colleagues working in Australian universities.
Antonia Rubino and Antonella Strambi, from the FL2 Team, have just finished guest-editing a special issue of the Australian Review of Applied Linguistics, together with Vincenza Tudini (University of South Australia). The special issue includes 5 papers contributed by colleagues across Australia, showcasing Positive Psychology approaches to the teaching of Italian. The papers are prefaced by an introduction to the field of Positive Psychology in language teaching and learning written by Sarah Mercer, one of the world-leading researcher in this area.
As the first phase of the FL2 project draws to an end, the FL2 Team have been busy writing the final report, which has been submitted to the Australian Department of Education and Training. The report is undergoing review and final editing, and is expected to be published by the end of 2017.
The FL2 team are excited to announce that colleagues teaching Spanish language at Flinders University and at the University of Western Australia have expressed interest in translating some of the FL2 activities and trialing with their students in semester 2, 2017. Once the trial is completed, the Spanish FL2 activity sheets will be released on this website, and evaluation data will be made available through publication in an academic journal.
The first 18 FL2 activities developed in English and Italian are now available for download from the Activity database page. Please do let the FL2 team know if you plan to use the activities for your teaching, or have any feedback on them. We look forward to hearing about your experiences with the FL2 resources, and to sharing the results of trial implementations with the FL2 Community of Practice.
A video recording of the FL2 online seminar (webinar) held at the end of 2016 is now available from the Workshops page, together with some of the handouts we distributed at the face-to-face workshops.
Access updates on our progress, including notifications of new learning activities, workshop dates and other initiatives.
Support for this project has been provided by the Australian Government Office for Learning and Teaching. The views in this project do not necessarily reflect the views of the Australian Government Office for Learning and Teaching.