- Home
- e-Journals
- Australian Review of Applied Linguistics
- Previous Issues
- Volume 40, Issue, 2017
Australian Review of Applied Linguistics - Volume 40, Issue 2, 2017
Volume 40, Issue 2, 2017
-
Flourishing in Italian
Author(s): Antonia Rubino, Antonella Strambi and Vincenza Tudinipp.: 105–107 (3)More Less
-
Positive Psychology in SLA
Author(s): Sarah Mercerpp.: 108–120 (13)More LessThis article begins with an outline of the developments in Positive Psychology (PP) generally and specifically within SLA focusing on theoretical, empirical and practical developments. It moves on to consider PP’s potential contribution to language teaching focusing on how it can help promote emotional, social and psychological wellbeing for language learners and teachers. It explores the concept of ‘Positive Education’ and reflects on possible lessons from these broader developments for a specific approach to ‘Positive Language Education’. It is argued that PP facilitates new ways of thinking about language learning and can provide the ideal vehicle from which to foreground wellbeing as a concept and dual aim in language education.
-
Flourishing in a Second Language (FL2)
Author(s): Antonella Strambi, Ann Luzeckyj and Antonia Rubinopp.: 121–139 (19)More LessThis 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.
-
Lingua e comunità in coro
Author(s): Claire Kennedy and Tiziana Micelipp.: 140–158 (19)More LessThis article concerns a special learning space populated by Italians and Italian learners: the choir formed in Brisbane as a joint initiative between a community association and the Italian teaching staff at Griffith University. Our aim, in involving our students in the choir, was to bring them together with L1 speakers in an environment that would be stimulating but supportive, given the collective, creative goal. We envisaged that interaction in this space would help develop the students’ language proficiency, intercultural competence, and cultural knowledge, while also bringing the psychosocial benefits of choral singing identified by recent research. These benefits include positive emotions, social support and friendship, an antidote to anxiety and stress, and a shared sense of commitment. Evaluation of findings from the project suggest that the choir did foster students’ learning together with wellbeing.
-
‘Doing good’ in Italian through student community engagement
Author(s): Eric Bouvet, Daniela Cosmini, Maria Palaktsoglou and Lynn Vanzopp.: 159–175 (17)More LessThis article discusses a community engagement pilot program for language students offered at Flinders University. For a number of years, the Language in Action program has provided placement opportunities for language students in a range of community settings such as aged-care agencies and cultural associations. From an educational perspective, Language in Action draws from the Deep Approach to World Language Education, which places students in charge of their learning experience and promotes meaningful interactions with communities. The program is also designed to encourage students’ prosocial behavior, contributing to developing a sense of meaning in life, relationship satisfaction, and wellbeing. Through Language in Action, students have opportunities not only to improve their language and intercultural skills in near immersion settings, but also to establish social connections with individuals from migrant groups. This article discusses the placement experiences of language students, focusing on students of Italian, in aged-care contexts. It presents the rationale of the Language in Action program in light of some core principles of Positive Psychology. It discusses the program’s implementation, preliminary data on students’ evaluations of their language development, and the sense of achievement they derive from their placements.
-
Belonging, idealized self and wellbeing
Author(s): Cristiana Palmieripp.: 176–193 (18)More LessThis paper presents the findings from a study that examines the motivations of adult Australians of non-Italian origin to learn Italian in continuing education contexts in Sydney. The study embraces a view of motivation as a multifaceted phenomenon that is produced in a social environment through the interaction between the second language learners and the context in which they operate. The findings reveal that in the Australian multicultural context, the motivation to learn Italian is influenced by a process of negotiation of identity, triggered by both the presence of a well-established Italian migrant community, and the exposure to Italian cultural elements. Thus, the ‘investment’ of students in learning Italian may be generated by the desire to acquire some forms of symbolic capital rather than material resources, as in the case of other more ‘global’ languages (e.g., English). The willingness to invest in the acquisition of elements of symbolic capital indicates learners’ desire to achieve goals related to self-growth and identity development, which in turn generates greater gains in wellbeing. Interviews with the participants also reveal that intrinsic factors, such as affiliation (with the target language speaking community, as well as with the community of learners in Sydney), and self-realization (correspondence with the ideal self-image of a competent language speaker), are key motivators for this group of students. The desire to belong to a community, of either speakers of Italian or like-minded people involved in the same learning trajectory, highlights the importance of cultivating meaningful relationships to increase individuals’ wellbeing and to nurture a sense of attachment and affiliation.
-
“Siamo vicini, no?”
Author(s): Vincenza Tudini and Antonella Strambipp.: 194–211 (18)More LessFocusing specifically on the negotiation of commonality, this study explores rapport building ( Spencer-Oatey, 2000 ) in online intercultural text chat, where Australian students of Italian interact with L1 Italian speakers. Although the initial purpose of the examined chat exchanges is to facilitate L2 acquisition, analysis of transcripts indicates that participants also seek to establish affiliation and friendship, through discussion of shared experiences, preferred leisure activities, and personal likings. Such orientation to like-mindedness and commonality can be an implicit concern in their interactions, as well as an explicit mentionable in their talk. Participants also successfully engage in complex face-saving and rapport maintenance strategies where there is potential for disagreement. Overall, the data suggest that identified rapport-building language and behaviors promote the establishment of positive relationships, as a key component of online intercultural text chat. Thus, from a pedagogical viewpoint, these interactions appear beneficial both for L2 learning and student wellbeing. The study concludes with suggestions for the integration of similar tasks into language programs.
Volumes & issues
-
Volume 47 (2024)
-
Volume 46 (2023)
-
Volume 45 (2022)
-
Volume 44 (2021)
-
Volume 43 (2020)
-
Volume 42 (2019)
-
Volume 41 (2018)
-
Volume 40 (2017)
-
Volume 39 (2016)
-
Volume 38 (2015)
-
Volume 37 (2014)
-
Volume 36 (2013)
-
Volume 35 (2012)
-
Volume 34 (2011)
-
Volume 33 (2010)
-
Volume 32 (2009)
-
Volume 31 (2008)
-
Volume 30 (2007)
-
Volume 29 (2006)
-
Volume 28 (2005)
-
Volume 27 (2004)
-
Volume 26 (2003)
-
Volume 25 (2002)
-
Volume 24 (2001)
-
Volume 23 (2000)
-
Volume 22 (1999)
-
Volume 21 (1998)
-
Volume 20 (1997)
-
Volume 19 (1996)
-
Volume 18 (1995)
-
Volume 17 (1994)
-
Volume 16 (1993)
-
Volume 15 (1992)
-
Volume 14 (1991)
-
Volume 13 (1990)
-
Volume 12 (1989)
-
Volume 11 (1988)
-
Volume 10 (1987)
-
Volume 9 (1986)
-
Volume 8 (1985)
-
Volume 7 (1984)
-
Volume 6 (1983)
-
Volume 5 (1982)
-
Volume 4 (1981)
-
Volume 3 (1980)
-
Volume 2 (1979)
-
Volume 1 ([1978, 1977])
-
Volume 1 ([1978, 1977])
Most Read This Month

-
-
The focus group interview
Author(s): Debbie G.E. Ho
-
-
-
The changing face of motivation
Author(s): Elizabeth Campbell and Neomy Storch
-
- More Less