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Positive Psychology: Reframing English Teaching and Learning

Received: 18 February 2021     Accepted: 27 February 2021     Published: 12 March 2021
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Abstract

Recent researches in SlA have exhibited the affect-turn, highlighting the role of affect in promoting students’ English acquisition. Beginning from this, the papers argues to reframe English teaching and learning from positive psychology, concerned with developing students’ emotional development and holistic development. One of the central aims of language education is to produce holistic persons, and English as a second language is no exception. English can contribute greatly to producing sound and holistic persons with its great literature and its stories. To expand and and enrich English education, positive psychology sheds a new light. Based on literature review, the paper argues the necessity, validity, and pathways of reframing English teaching and learning. From the positive psychology, the reframing of English teaching and learning encompasses: developing learners’ emotional development as veritable teaching aims; building caring and emotional teacher-student relationships; constructing positive learning experiences for learners by employing humanistic activities; developing learners’ positive traits and growth mindset; and developing positive teachers. Incorporating Positive Psychology into SLA has highlighted the contribution SLA has made to produce whole people by promoting learners’ emotional development, to redress the imbalance of affect and cognition in English education. The core values of positive psychology and the core mission of English education align with each other, and their merge into one benefits to produce holistic learning and holistic people. No instrumental people are produced and human dignity is restored. The great changes in the world call for deeper learning, and the integration of positive psychology with SLA is the exact move needed for this, for personal thriving, national thriving, and the world’s thriving.

Published in American Journal of Education and Information Technology (Volume 5, Issue 1)
DOI 10.11648/j.ajeit.20210501.13
Page(s) 13-20
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Affect, Positive Psychology, Growth Mindset, Positive Traits, English Teaching

References
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[3] Beard. C & Clegg. S. (2007). Acknowledging the affective in higher education. British Educational Research Journal.
[4] Hyland. T. (2011). Mindfulness and Learning: Celebrating the Affective Dimension of Education. New York: Springer.
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[6] Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ? London: Bloomsbury.
[7] Oxford, R. L. (2016). Toward a Psychology of WellBeing for Language Learners: The ‘EMPATHICS’ Vision. In MacIntyre, P. D. and Mercer, S. (eds) Positive Psychology in SLA (pp. 10–78). Multigual Matters Limited.
[8] Hilgard, E. 1993. Motivation in learning theory. In S. Koch. (eds) Psychology: A Study of Science. Vol. 5. New York: McGraw-Hill.
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[11] Arthur L. Costa and Bena Kallick. (2016). Dispositions: Critical Pathways for Deeper Learning. In J. A. Bellanca. (eds) Deeper Learning: Beyond 21st Century Skills. (pp. 80–105). Solution Tree.
[12] Lopez, S. J. and Gallagher, M. W. (2011) A case for positive psychology. In S. J. Lopez and C. R. Snyder (eds) The Oxford Handbook of Positive Psychology (pp. 3–6). New York: Oxford University Press.
[13] Arnold, J. (2000). In Arnold, J (ed) Affect in Language Learning. Cambridge: Cambridge University Press.
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[15] Candy Fresacher. Why and How to Use Positive Psychology Activities in the Second Language Classroom. In MacIntyre, P. D. and Mercer, S. (eds) Positive Psychology in SLA (pp. 356–370). Multigual Matters Limited.
[16] Liu Hui & Liu Jilin, et al. A Study on Affective Education towards the Complete Development of Life [J]. A Educational Research, 2020, (05): 1-10.
[17] Zhu Xiaoman & Wang Ping. A New Humanistic Exploration of “Affective-Communicative” Classroom from the Perspective of Affective Education. Global Education Outlook, 2017, 46 (01): 58-66.
[18] Xu Jinfen. Positive Psychology. Positive Psychology: A New Trend in Foreign Language Education Research [J]. English Studies, 2020, (02): 155-164.
[19] Du Xiahua. A Study on the Relationship between Positive Personality Trait of College Students and their Well-being [D]. 2009.
[20] Ye Lan. 2020. Teachers’ development in solitude. https://www.sohu.com/a/446560137_120671094.
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Cite This Article
  • APA Style

    Qingjuan Chen, Huang Wen. (2021). Positive Psychology: Reframing English Teaching and Learning. American Journal of Education and Information Technology, 5(1), 13-20. https://doi.org/10.11648/j.ajeit.20210501.13

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    ACS Style

    Qingjuan Chen; Huang Wen. Positive Psychology: Reframing English Teaching and Learning. Am. J. Educ. Inf. Technol. 2021, 5(1), 13-20. doi: 10.11648/j.ajeit.20210501.13

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    AMA Style

    Qingjuan Chen, Huang Wen. Positive Psychology: Reframing English Teaching and Learning. Am J Educ Inf Technol. 2021;5(1):13-20. doi: 10.11648/j.ajeit.20210501.13

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  • @article{10.11648/j.ajeit.20210501.13,
      author = {Qingjuan Chen and Huang Wen},
      title = {Positive Psychology: Reframing English Teaching and Learning},
      journal = {American Journal of Education and Information Technology},
      volume = {5},
      number = {1},
      pages = {13-20},
      doi = {10.11648/j.ajeit.20210501.13},
      url = {https://doi.org/10.11648/j.ajeit.20210501.13},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20210501.13},
      abstract = {Recent researches in SlA have exhibited the affect-turn, highlighting the role of affect in promoting students’ English acquisition. Beginning from this, the papers argues to reframe English teaching and learning from positive psychology, concerned with developing students’ emotional development and holistic development. One of the central aims of language education is to produce holistic persons, and English as a second language is no exception. English can contribute greatly to producing sound and holistic persons with its great literature and its stories. To expand and and enrich English education, positive psychology sheds a new light. Based on literature review, the paper argues the necessity, validity, and pathways of reframing English teaching and learning. From the positive psychology, the reframing of English teaching and learning encompasses: developing learners’ emotional development as veritable teaching aims; building caring and emotional teacher-student relationships; constructing positive learning experiences for learners by employing humanistic activities; developing learners’ positive traits and growth mindset; and developing positive teachers. Incorporating Positive Psychology into SLA has highlighted the contribution SLA has made to produce whole people by promoting learners’ emotional development, to redress the imbalance of affect and cognition in English education. The core values of positive psychology and the core mission of English education align with each other, and their merge into one benefits to produce holistic learning and holistic people. No instrumental people are produced and human dignity is restored. The great changes in the world call for deeper learning, and the integration of positive psychology with SLA is the exact move needed for this, for personal thriving, national thriving, and the world’s thriving.},
     year = {2021}
    }
    

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  • TY  - JOUR
    T1  - Positive Psychology: Reframing English Teaching and Learning
    AU  - Qingjuan Chen
    AU  - Huang Wen
    Y1  - 2021/03/12
    PY  - 2021
    N1  - https://doi.org/10.11648/j.ajeit.20210501.13
    DO  - 10.11648/j.ajeit.20210501.13
    T2  - American Journal of Education and Information Technology
    JF  - American Journal of Education and Information Technology
    JO  - American Journal of Education and Information Technology
    SP  - 13
    EP  - 20
    PB  - Science Publishing Group
    SN  - 2994-712X
    UR  - https://doi.org/10.11648/j.ajeit.20210501.13
    AB  - Recent researches in SlA have exhibited the affect-turn, highlighting the role of affect in promoting students’ English acquisition. Beginning from this, the papers argues to reframe English teaching and learning from positive psychology, concerned with developing students’ emotional development and holistic development. One of the central aims of language education is to produce holistic persons, and English as a second language is no exception. English can contribute greatly to producing sound and holistic persons with its great literature and its stories. To expand and and enrich English education, positive psychology sheds a new light. Based on literature review, the paper argues the necessity, validity, and pathways of reframing English teaching and learning. From the positive psychology, the reframing of English teaching and learning encompasses: developing learners’ emotional development as veritable teaching aims; building caring and emotional teacher-student relationships; constructing positive learning experiences for learners by employing humanistic activities; developing learners’ positive traits and growth mindset; and developing positive teachers. Incorporating Positive Psychology into SLA has highlighted the contribution SLA has made to produce whole people by promoting learners’ emotional development, to redress the imbalance of affect and cognition in English education. The core values of positive psychology and the core mission of English education align with each other, and their merge into one benefits to produce holistic learning and holistic people. No instrumental people are produced and human dignity is restored. The great changes in the world call for deeper learning, and the integration of positive psychology with SLA is the exact move needed for this, for personal thriving, national thriving, and the world’s thriving.
    VL  - 5
    IS  - 1
    ER  - 

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Author Information
  • Faculty of English Department, Nanjing Normal University Taizhou College, Taizhou, China

  • Faculty of English Department, Nanjing Normal University, Nanjing, China

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