Flourishing in a Second Language (FL2): Integrating Positive Psychology, Transition Pedagogy and CLIL Principles

Autor/inn/en	Strambi, Antonella; Luzeckyj, Ann; Rubino, Antonia
Titel	Flourishing in a Second Language (FL2): Integrating Positive Psychology, Transition Pedagogy and CLIL Principles
Quelle	In: Australian Review of Applied Linguistics, 40 (2017) 2, S.121-139 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
DOI	10.1075/aral.40.2.03str
Schlagwörter	Second Language Instruction; College Freshmen; Italian; Well Being; Psychology; Curriculum Development; Foreign Countries; Learning Activities; Student Surveys; Program Effectiveness; Interviews; Correlation; Educational Environment; Relevance (Education); Student Interests; Australia + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Studienanfänger; Italienisch; Well-being; Wellness; Wohlbefinden; Psychologie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Lernaktivität; Schülerbefragung; Interviewing; Interviewtechnik; Korrelation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Relevance; Relevanz; Studieninteresse; Australien
Abstract	This paper presents findings from the "Flourishing in a Second Language" (FL2) project--a language curriculum for first-year university students which integrates Positive Psychology (Seligman, 2002), Transition Pedagogy (Kift, 2009a), and CLIL principles (Coyle, 2006). The project aims to create learning experiences that are personally relevant, and that facilitate alignment between learners' interests, linguistic goals, and cognitive challenges posed by the tasks, in order to increase the perceived value of language learning and sustain students' motivation. More specifically, the project involves re-designing language learning activities typically found in beginners' level classes, to include strategies and contents believed to facilitate transition, as well as enhance students' psychological, emotional, and social wellbeing. In this paper, we evaluate the trial implementation of the FL2 activities integrated into the beginners' curriculum at two different universities. Feedback obtained from language experts and practitioners in language education and Positive Psychology is also briefly discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01