Description
Book SynopsisTo date, the majority of work in language learning psychology has focused on the learner. In contrast, relatively little attention has been paid to teacher psychology. This volume seeks to redress the imbalance by bringing together various strands of research into the psychology of language teachers. It consists of 19 contributions on well-established areas of teacher psychology, as well as areas that have only recently begun to be explored. This original collection, which covers a multitude of theoretical and methodological perspectives, makes a significant contribution to the emerging field of language teacher psychology as a domain of inquiry within language education.
Trade ReviewThis book convincingly establishes a new field of enquiry, showing that language teacher psychology – though frequently neglected – really matters! Sarah Mercer and Achilleas Kostoulas have assembled a rich array of expert contributions, uniting hitherto disparate areas in a coherent, ground-breaking collection. The book will inspire new research and action for teacher well-being and learner achievement.
* Richard Smith, University of Warwick, UK *
In contrast to the study of learners, the study of teachers in the field of second language acquisition has been noticeably rare. In this masterful collection of recent research, Mercer and Kostoulas draw together a compelling rationale for attention to teachers as central players in language learning. The chapters in the book are compulsory reading for anyone wishing to gain deeper insights into language teacher psychology.
* Anne Burns, University of New South Wales, Australia *
The chapters in this book have succeeded in laying out a rich, colourful and textured landscape of research into language teachers. With its diverse conceptual frameworks and innovative methodologies, the book is bound to become a primary reference for anyone wishing to orient themselves in this terrain and/or contribute to it.
* Maggie Kubanyiova, University of Leeds, UK *
Language Teacher Psychology demonstrates successfully that a teacher-centered approach within the field of psychology of language learning deserves further attention at both a theoretical and empirical level, recognizing the value of studying psychological constructs as isolated entities, while ultimately providing more holistic, emergent, and situated approaches, which add practical insight to the subject.
-- Brian Cullen, Nagoya Institute of Technology, Japan * JALT Journal, 41.1, May 2019 *
Heralding language teacher psychology as a movement gaining ascendancy in SLA, the book realistically acknowledges the difficulties of taking on such research while also underscoring its timeliness and exigency. One notably strong aspect of this book is the range of contributors with varied backgrounds and voices who reflect a
broad scope of possibilities and make a strong and concerted argument for further investigation.
-- Sharona Moskowitz, Birkbeck College, University of London, UK * International Journal of Applied Linguistics, 2018 *
The volume successfully promotes LTP as an important research area in that it introduces theories closely related to LTP research, suggests possible topics for future LTP studies, and exemplifies research methods in the area.
-- Honggang Liu, Northeast Normal University, China * Applied Linguistics 2019 *
Table of ContentsAbout The Editors
About The Authors
List of Tables
List of Figures
List of Abbreviations
Zoltán Dörnyei: Foreword
Chapter 1. Sarah Mercer and Achilleas Kostoulas: Introduction to Language Teacher Psychology
Chapter 2. Phil Hiver, Tae-Young Kim and Youngmi Kim: Language Teacher Motivation
Chapter 3. Paula Kalaja and Katja Mäntylä: ‘An English Class of My Dreams’: Envisioning Teaching a Foreign Language
Chapter 4. Taguhi Sahakyan, Martin Lamb and Gary Chambers: Language Teacher Motivation: From the Ideal to the Feasible Self
Chapter 5. Manka M. Varghese: Drawing On Cultural Models and Figured Worlds to Study Language Teacher Education and Teacher Identity
Chapter 6. Wendy Li and Peter I. De Costa: Exploring Novice EFL Teachers’ Identity Development: A Case Study of Two EFL Teachers in China
Chapter 7. Anne Feryok: Language Teacher Cognition: An Emergent Phenomenon in an Emergent Field
Chapter 8. Mark Wyatt: Language Teacher Self-Efficacy Beliefs: An Introduction
Chapter 9. Jim King and Kwan-Yee Sarah Ng: Teacher Emotions and the Emotional Labour of Second Language Teaching
Chapter 10. Christina Gkonou and Sarah Mercer: The Relational Beliefs and Practices of Highly Socio-Emotionally Competent Language Teachers
Chapter 11. Jean-Marc Dewaele and Sarah Mercer: Variation in ESL/EFL Teachers’ Attitudes towards Their Students
Chapter 12. Cynthia J. White: Language Teacher Agency
Chapter 13. Joseph Falout and Tim Murphey: Teachers Crafting Job Crafting
Chapter 14. Phil Hiver: Teachstrong: The Power of Teacher Resilience for L2 Practitioners
Chapter 15. Achilleas Kostoulas and Anita Lämmerer: Making the Transition into Teacher Education: Resilience as a Process of Growth
Chapter 16. Tammy Gregersen and Peter D. MacIntyre: Signature Strengths as a Gateway to Mentoring: Facilitating Emergent Teachers’ Transition into Language Teaching
Chapter 17. Rebecca L. Oxford, Andrew D. Cohen and Virginia G. Simmons: Psychological Insights from Third-Age Teacher Educators
Chapter 18. Mehvish Saleem: Exploring Language Teacher Psychology: A Case Study from a Holistic Perspective
Chapter 19. Achilleas Kostoulas and Sarah Mercer: Conclusions: Lessons Learnt, Promising Perspectives.
