SEMINARIO 3:
Formación específica
The emotional rollercoaster ride of foreign language learners and teachers
- Fecha: Viernes 12 de Julio de 2019 de 10:00 a 14:00 y de 15:30 a 17:30.
- Sede: Departamento de Lenguas Aplicadas, Facultad de Lenguas y Educación, Universidad Nebrija, campus de Princesa.
- Destinatarios: Estudiantes Doctorado en Lingüística Aplicada.
- Duración: 10 horas (4 horas trabajo individual + 6 horas presenciales).
Ponente
Jean-Marc Dewaele University of London.
Jean-Marc Dewaele is Professor of Applied Linguistics and Multilingualism at Birkbeck, University of London. He does research on individual differences in psycholinguistic, sociolinguistic, pragmatic, psychological and emotional variables in Second Language Acquisition and Multilingualism. He is particularly interested in the interface between applied linguistics and psychology. He has published widely on multilingual emotions, including a monograph entitled Emotions in Multiple Languages (2013) and a number of studies with Peter MacIntyre (Cap Breton University) on Foreign Language Enjoyment and Foreign Language Anxiety. He is a keen teacher, walker, karate-ka. He is former president of the International Association of Multilingualism and the European Second Language Association. He is currently member of the Executive Committee of the International Association of the Psychology of Language Learning. He was General Editor of the International Journal of Bilingual Education and Bilingualism (2013-2018) and is now General Editor of the Journal of Multilingual and Multicultural Development (2019-). He won the Equality and Diversity Research Award from the British Association for Counselling and Psychotherapy (2013) and the Robert Gardner Award for Excellence in Second Language and Bilingualism Research (2016) from the International Association of Language and Social Psychology.
Descripción
Recent research has shown that learner emotions, both negative and positive, are the fuel for foreign language learning and teaching (Dewaele et al., 2018). Positive emotions such as foreign language enjoyment seem to be linked to social classroom context (teachers and peers) while foreign language anxiety is more strongly linked to learners’ personality (Dewaele et al., 2018, 2019). Emotions are at the heart of learner and teacher engagement and they can fluctuate wildly over different time scales (Gkonou, Dewaele & King, to appear). Teachers have to be able to handle their own emotions and to feel the emotional temperature in the class in order to create an environment where linguistic experimentation and play is possible. As such, the teacher plays the role of the discrete but competent conductor helping learners to sharpen their linguistic and communicative skills in the foreign language (de Dios Martínez Agudo, 2018).
Bibliografía
- De Dios Martínez Agudo, J. (Ed.) (2018) Emotions in Second Language Teaching. Berlin: Springer.
- Dewaele, J.-M., Franco Magdalena, A. & Saito, K. (2019) The effect of perception of teacher characteristics on Spanish EFL Learners’ Anxiety and Enjoyment. The Modern Language Journal 103(2).
- Dewaele, J.-M., Witney, J., Saito, K. & Dewaele, L. (2018) Foreign language enjoyment and anxiety in the FL classroom: the effect of teacher and learner variables. Language Teaching Research 22(6), 676–697.
- Gkonou, C., Dewaele, J.-M & King, J. (to appear) Language Teaching: An Emotional Rollercoaster. Bristol: Multilingual Matters.