References and Resources

These are just some of the resources that form the backbone of the FL2 project. The list below is meant to provide a starting point for Language Educators interested in learning more about how Positive Psychology, Transition Pedagogy and CLIL can support their students' wellbeing. If you would like to receive updates on relevant resources, please join our online Community of Practice. 

Web Resources

Positive Psychology & Student Wellbeing

• Greater Good in Action
  The Greater Good in Action at the University of Berkeley offers evidence-based practices to support well-being.
• PERMA + — Centre for Wellbeing and Resilience 
  The SAHMRI centre offers many resources on wellbeing, including the PERMA+ brochure, which provides details on academic references as well as practical tips on how to support and develop each of the model components.
• Positive Psychology Center
  Martin Seligman's home @ Penn State. Several resources on his projects, including links to research papers and also questionnaires and other research tools.
• Multimedia | Flourish 
  The Flourish Program at the University of Toronto-Scarborough offers many relevant resources, including links to videos and academic publications.
• Character Education Resource Hub | Pearltrees
  Resources on signature character strengths, by Let it Ripple. Contains links to websites, videos, books, etc.
• The Science of Happiness | Positive Psychology | edX 
  Berkeley's Greater Good MOOC on EdX
• Positive Psychology - The University of North Carolina at Chapel Hill | Coursera
  MOOC on Positive Psychology
• OLT-funded Resilience-Success project
• Enhancing Student Wellbeing. Melbourne Centre for the Study of Higher Education.
• Research Projects - Institute for Positive Psychology & Education
  The Institute for Positive Psychology and Education at the Australian Catholic University engages in research into positive education. 
• SEL Competencies | CASEL
  Social and Emotional Learning Core Competencies. Comprises 5 sets of cognitive, affective and behavioural competencies: - self-awareness - self-management - social awareness - relationship skills - responsible decision making
• Gratitude Revealed
  Beautifully crafted videos and practices to support emotional and psychological wellbeing

Transition Pedagogy

• ​The First Year in Higher Education project website, and Sally Kift's Transitionpedagogy.com are the best starting point to learn more about transition pedagogy principles. 
• First-Year Support Strategies website at Flinders University, developed by FL2 joint-leader Dr Ann Luzeckyj, with Andrea Rankin.

CLIL

• A Cambridge University Press page presenting a book written by Do Coyle and others, and offering several resources on CLIL: http://www.cambridge.org/gb/elt/teachers/zones/custom/item5633999/Applied-Linguistics-Featured-topic:-CLIL/?site_locale=en_GB
• A video interview with Professor Do Coyle - segment 1 (what is CLIL) and segment 4 (on the '4 Cs framework') are especially relevant.
• CLIL Cascade Network, an online community of CLIL practitioners and researchers: https://www.openeducationeuropa.eu/en/project/ccn
• The CLIL page maintained by the BBC and the British Council for teaching English as a Second Language: http://www.teachingenglish.org.uk/clil
• European Commission on CLIL: http://ec.europa.eu/languages/language-teaching/content-and-language-integrated-learning_en.htm​ 
• International CLIL Research Journal: http://www.icrj.eu

Academic References

Positive Psychology

• Csikszentmihalyi, M. (1990). Flow: the psychology of optimal experience. New York: Harper & Row.
• Green, S., Oades, L., and Robinson, P. (2011) “Positive education: Creating flourishing students, staff and schools”. InPsych, (April). Retrieved June 5, 2015, from http://www.psychology.org.au/publications/inpsych/2011/april/green/.
• Kern, M. L., Waters, L. E., Adler, A., & White, M. A. (2015). A multidimensional approach to measuring well-being in students: Application of the PERMA framework. The Journal of Positive Psychology, 10(3), 262–271. http://doi.org/10.1080/17439760.2014.936962
• Keyes, C. L. M. (2002). The Mental Health Continuum: From Languishing to Flourishing in Life. Journal of Health and Social Behavior, 43(2), 207–222. http://doi.org/10.2307/3090197
• Keyes, C. L. M. (2009). Brief description of the mental health continuum short form (MHC-SF). Retrieved 19 April 2015 from http://www.sociology.emory.edu/ckeyes/
• McGrath, H. (2009). An evidence-based positive psychology approach to student wellbeing. Paper presented at the 1st Australian Positive Psychology in Education Symposium, University of Sydney.
• Seligman, M. E. P. (2012). Flourish: A Visionary New Understanding of Happiness and Well-being (Reprint edition). New York: Atria Books.

University students' wellbeing

• Casey, L. (2013) Stress and wellbeing in Australia survey 2013. Melbourne: APS. Retrieved 19 April 2015 from https://www.psychology.org.au/Assets/Files/Stress%20and%20wellbeing%20in%20Australia%20survey%202013.pdf
• Cranney, J. (et al) (2012) Curriculum renewal to build student resilience and success: phase 1. Canberra: Office for Teaching and Learning. http://www.olt.gov.au/project-curriculum-renewal-build-student-resilience-and-success-phase-1-2012
• El Ansari, W., & Stock, C. (2010). Is the health and wellbeing of university students associated with their academic performance? Cross sectional findings from the United Kingdom. International Journal of Environmental Research and Public Health, 7(2), 509–527.
• Rosenthal, D. A., Russell, J., & Thomson, G. (2008). The health and wellbeing of international students at an Australian university. Higher Education, 55(1), 51–67.
• Stallman, H. M. (2010). Psychological distress in university students: A comparison with general population data. Australian Psychologist, 45(4), 249-257.

Transition Pedagogy

• ​Kift, S. (2009). Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education: Final report for ALTC senior fellowship program. Strawberry Hills, NSW: ALTC.

Language Learning & Teaching, Positive Psychology and CLIL

• Coyle, D. (2006). Content and language integrated learning: Motivating learners and teachers. Scottish Languages Review, 13, 1-18.
• Dewaele, J. M. & MacIntyre, P. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, (IV-2), 237-274.
• Gabryś-Barker, D., & Gałajda, D. (2016). Positive Psychology Perspectives on Foreign Language Learning and Teaching. Springer.
• MacIntyre, P., & Mercer, S. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, (IV-2), p. 167.
• MacIntyre, P.D., Gregersen, T. & Mercer, S. (Eds.) (2016) Positive Psychology in SLA.  Bristol:  Multilingual Matters.
• Nettelbeck, C., Byron, J., Clyne, M., Dunne, K., Hajek, J., Levy, M., & Wigglesworth, G. (2009). An analysis of retention strategies and technology enhanced learning in beginners’ languages other than English (LOTE) at Australian universities. Canberra: Australian Academy of the Humanities.