Article published in:Flourishing in Italian: Positive Psychology approaches to the teaching and learning of Italian in Australia
Edited by Antonia Rubino, Antonella Strambi and Vincenza Tudini
[Australian Review of Applied Linguistics 40:2] 2017
► pp. 121–139
Flourishing in a Second Language (FL2)
Integrating Positive Psychology, Transition Pedagogy and CLIL principles
This 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.
- 2.Theoretical background
- 3.FL2 curriculum design and development
- 4.Trial implementation and evaluation procedures
- 5.1Student evaluations
- 5.1.1Surveys (Semester 1)
- 5.1.2Interviews (Semester 2)
- 5.2Educators’ feedback
- 5.1Student evaluations
Published online: 01 December 2017
Brown, H. D.
(2013) Stress and wellbeing in Australia survey 2013. Melbourne: APS. Retrieved from https://www.psychology.org.au/Assets/Files/Stress%20and%20wellbeing%20in%20Australia%20survey%202013.pdf
Council of Europe
(2001) Common European framework of reference for languages: Learning, teaching, assessment. Retrieved from http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
Dewaele, J. M., & MacIntyre, P.
Flinders University, & The University of Sydney
n.d.). About the FL2 project. Retrieved from http://L2flourish.org
Grant, A. M., & Leigh, A.
Horwitz, E. K., Horwitz, M. B., & Cope, J.
Jung, J., Boman, P., & Williams, D.
Keyes, C. L. M.
(2009) Brief description of the mental health continuum short form (MHC-SF). Retrieved from http://www.sociology.emory.edu/ckeyes/
(2009b) First year curriculum principles: First year teacher. Low risk, ‘do-able’ actions that would make a difference. Retrieved from http://fyhe.com.au/wp-content/uploads/2012/11/4FYCPrinciplesFirstYearTeacher_2Nov09.pdf
MacIntyre, P., & Mercer, S.
Nettelbeck, C., Byron, J., Clyne, M., Hajek, J., Lo Bianco, J., & McLaren, A.
Nettelbeck, C., Byron, J., Clyne, M., Dunne, K., Hajek, J., Levy, M., & Wigglesworth, G.
Nulty, D. D.
Oxford, R. L.
Porter, S., Whitcomb, M., & Weitzer, W.
South Australian Health & Medical Research Institute, The Wellbeing and Resilience Centre
n.d.). Education. Retrieved from http://www.wellbeingandresilience.com/education/
Seligman, M. E.
Stallman, H. M.
University of California, Berkeley
(2017) Greater good in action. Retrieved from http://ggia.berkeley.edu/
University of Toronto Scarborough
n.d.). About. Retrieved from https://www.utsc.utoronto.ca/projects/flourish/about/
Cited by 5 other publications
Amorati, Riccardo & John Hajek
MACINTYRE, PETER D., TAMMY GREGERSEN & SARAH MERCER
Tudini, Vincenza & Antonella Strambi
This list is based on CrossRef data as of 03 april 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.