Positive Psychology: Reframing English Teaching and Learning

Qingjuan Chen; Huang Wen

doi:doi:10.11648/j.ajeit.20210501.13

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Positive Psychology: Reframing English Teaching and Learning

Qingjuan Chen, Huang Wen

Published in American Journal of Education and Information Technology (Volume 5, Issue 1)

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), 2024. Published by Science Publishing Group

Keywords

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

References

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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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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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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

Qingjuan Chen

Faculty of English Department, Nanjing Normal University Taizhou College, Taizhou, China
Huang Wen

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

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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

Copy | Download

@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  -

Copy | Download