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- Leidėjas: Taylor & Francis Ltd
- Metai: 2026
- Puslapiai: 320
- ISBN-10: 1032819340
- ISBN-13: 9781032819341
- Formatas: 15.2 x 22.9 x cm, kieti viršeliai
- Kalba: Anglų
Interdisciplinary Approaches to the Psychology of Multilingual Learners and Teachers (el. knyga) (skaityta knyga) | knygos.lt
Atsiliepimai
Aprašymas
This volume explores the connections between multilingualism and the psychology of language learning and teaching. It provides new insights into the relationship between these two areas and the complex realities of multilingual individuals.
The book seeks to advance scholarship in both multilingualism and psychology by extending existing studies in PLLT beyond the study of one language at a time and focusing on both learners and teachers. Collectively, the chapters make the case for bringing together multilingualism and PLLT for a more holistic view into issues impacting learners and teachers, reflecting on areas including Willingness to Communicate (WTC), wellbeing, emotions, motivation, identities, self-efficacy, and agency. In turning the focus on multilingual learners and teachers and their respective experiences, practices, and beliefs, the book offers directions for researchers and stakeholders to foster learner and teacher success in the language classroom and beyond.
This volume will be of interest to students and scholars in multilingualism, psycholinguistics, language teacher education, language learning and teaching, and applied linguistics.
- Leidėjas: Taylor & Francis Ltd
- Metai: 2026
- Puslapiai: 320
- ISBN-10: 1032819340
- ISBN-13: 9781032819341
- Formatas: 15.2 x 22.9 x cm, kieti viršeliai
- Kalba: Anglų
This volume explores the connections between multilingualism and the psychology of language learning and teaching. It provides new insights into the relationship between these two areas and the complex realities of multilingual individuals.
The book seeks to advance scholarship in both multilingualism and psychology by extending existing studies in PLLT beyond the study of one language at a time and focusing on both learners and teachers. Collectively, the chapters make the case for bringing together multilingualism and PLLT for a more holistic view into issues impacting learners and teachers, reflecting on areas including Willingness to Communicate (WTC), wellbeing, emotions, motivation, identities, self-efficacy, and agency. In turning the focus on multilingual learners and teachers and their respective experiences, practices, and beliefs, the book offers directions for researchers and stakeholders to foster learner and teacher success in the language classroom and beyond.
This volume will be of interest to students and scholars in multilingualism, psycholinguistics, language teacher education, language learning and teaching, and applied linguistics.
Atsiliepimai