Activating and Engaging Learners and Teachers

This book offers a nuanced, integrated understanding of EFL learning and instruction and investigates both learner and teacher perspectives on four thematically interconnected parts. Part I encompasses chapters on psychological aspects related to teaching and learning and presents the latest research on positive language education, teacher empathy, and well-being. Part II deals with EFL teaching methodology, specifically related to teaching pronunciation, language assessment, peer response, and strategy instruction. Part III addresses aspects of cultural learning including inter- and transculturality, digital citizenship, global learning, and cosmopolitanism. Part IV concerns teaching with literary texts, for instance, to reflect on social and political discourse, facilitate empowerment, imagine utopian or dystopian futures, and to bring non-Western narratives into language classrooms.

Inhalt:
Strengthening the Involvement of Learners and Teachers in English Language Education: An Introduction to the Volume
by Max von Blanckenburg (University of Munich, Germany) and Carmen M. Amerstorfer (University of Klagenfurt, Austria)


Part I: Psychological Perspectives on EFL Teacher and Learner Emotions, Well-Being, and Relationships

Chapter 1: Psychology of Language Learning: Where Are We and where Are We Going?
by Carmen M. Amerstorfer (University of Klagenfurt, Austria) and Peter D. MacIntyre (Cape Breton University, Canada)

Chapter 2: The Effects of Emotional Decoding on Eliciting Empathic Responses in Language Teachers: An Idiodynamic Case Study
by Alaa Al-Tamini and Tammy Gregersen (American University of Sharjah, UAE)

Chapter 3: How Cooperative Learning Can Contribute to Teacher Wellbeing, Contentment, Motivation, and Positive Relationships
by Carmen M. Amerstorfer (University of Klagenfurt, Austria)

Chapter 4: Attitudinal, Motivational, and Socio-biographical Predictors of EFL Teachers’ Well-Being
by Jean-Marc Dewaele (Birkbeck, University of London, UK), Sarah Mercer (University of Graz, Austria), and Christina Gkonou (University of Essex, UK)


Part II: Methodological Considerations on EFL Learner Activation and Engagement

Chapter 5: Kinaesthetic Learning Material for EFL Pronunciation Teaching and Their Potential for Teacher Education
by Manuela Schlick (University of Vienna, Austria)

Chapter 6: Unguided Peer Response: A Missing Piece in the Jigsaw Puzzle?
by Ha Hoang (Victoria University of Wellington, New Zealand) and Peter Gu (Victoria University of Wellington, New Zealand)

Chapter 7: Dimensions of Language Assessment Literacy and Their Difficulty for Pre-Service Teachers of English in Austria
by Armin Berger (University of Vienna, Austria), Helen Heaney (University of Vienna, Austria), and Günther Sigott (University of Klagenfurt, Austria)

Chapter 8: Implementing a Strategy Instruction Framework: Challenges of Classroom-Based Research at the Elementary Level
by Pamela Gunning, Teresa Hernandez-Gonzalez, and Joanna White (Concordia University, Montreal, Canada)


Part III: Who to Engage with and in what Ways? Perspectives on Concepts and Competences in Cultural Learning

Chapter 9: Trigger Warnings, Safe Spaces, and Taboo Topics: Is there Still a Place for Hermeneutic Perturbation in Teaching (Foreign) Literature and Culture?
by Laurenz Volkmann (University of Jena, Germany)

Chapter 10: Rethinking Cultural Learning in Light of ‘Response-Abilities:’
Shifting Language Education “onto a Sustainable and Resilient Path”
by Frauke Matz and Daniel Becker (University of Münster, Germany)

Chapter 11: Digital Citizenship in English Language Education: Perspectives for Cultural and Global Learning
by Christiane Lütge (University of Munich, Germany) and Thorsten Merse (University of Münster, Germany)

Chapter 12: Being Culturally Competent: Quo Vadis Cultural Learning 2.0?
by Grit Alter (University College of Teacher Education Tyrol, Austria)


Part IV: Engaging EFL Learners Aesthetically and Politically through Literary Texts

Chapter 13: Command of Language and Interpersonal Positioning: A Literary Linguistic Analysis of Dialogue in Harold Pinter’s The Dumb Waiter with Insights for English Language Education
by Nursen Gömceli and Allan James (University of Klagenfurt, Austria)

Chapter 14: “Memory is the Most Unreliable of Faculties:” Literature in English Teacher Education
by Michael Prusse (Zürich University of Teacher Education, Switzerland)

Chapter 15: Literary Learning and Political Education: Exploring the Nexus of Aesthetic and Rhetorical Language Use
by Max von Blanckenburg (University of Munich, Germany)

Chapter 16: Developing Global Environmental Citizenship Through Teaching Contemporary Dystopian Fiction
by Maria Eisenmann (University of Würzburg, Germany)


Autor:inneninformation:
Carmen M. Amerstorfer is a researcher and foreign language teacher educator at the University of Klagenfurt, Austria.
Max von Blanckenburg is a postdoctoral researcher at the Chair of Teaching English as a Foreign Language at the University of Munich, Germany.