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. 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.
Introduction: Enacting Deep Learning in Foreign Language Pedagogy, Joseph Shaules (Keio University, Japan) and Troy McConachy (University of Warwick, UK) 1. Deep Linguaculture Learning in Transformative, Holistic, and Contemplative-Reflective Forms, Rebecca Oxford (Professor Emerita and Distinguished Scholar-Teacher, University of Maryland, USA) 2. Language Learning as a Transformative Experience of Resistance, Adjustment and Change, Joseph Shaules (Keio University, Japan) 3. Holistic Views of Language Learning in Metaphoric Conceptualizations, Martin Cortazzi (University of Warwick, UK) and Lixian Jin (City University of Macau, Macau, China) 4. Humanistic Motivation and Transformative Language Engagement, Zi Wang (University of Warwick, UK) 5. Developing Embodied Learning Activities to Teach English Causatives, David Wijaya (University of Queensland, Australia) 6. Encouraging Deep Learning through an Interactive, Intercultural Approach to Shakespeare, Duncan Lees (University of Warwick, UK) 7. Reader Response, Aesthetics, and Deep Learning in the German Language-Culture Classroom, Chantelle Warner (University of Arizona, USA) 8. Exploring Pragmatic Resistance and Moral Emotions in Foreign Language Learning, Troy McConachy (University of Warwick, UK) 9. Positive Psychology Activities for Promoting Emotion Regulation and Well-being in Language Teacher Education 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) Index
Joseph Shaules is Specially Appointed Professor at the Center for Global Interdisciplinary Courses at Keio University, Japan, a faculty member of the Tsuda University Graduate Program in TESOL, and the Director of the Japan Intercultural Institute. Troy McConachy is Associate Professor in Applied Linguistics at the University of Warwick, UK.
Reviews for Transformation, Embodiment, and Wellbeing in Foreign Language Pedagogy: Enacting Deep Learning
This is a much-needed anthology within the foreign language education literature, offering a fresh perspective on approaches to embodiment, transformation, and wellbeing. A great addition to researchers’ and teachers’ bookshelves! * Christina Gkonou, Reader and Programme Leader for the MA TESOL course, University of Essex, UK *
