Flourishing in Italian: approaches to teaching and learning

The latest Special Issue (40:2) of the Australian Review of Applied Linguistics, entitled ‘Flourishing in Italian. Positive Psychology approaches to the teaching and learning of Italian in Australia‘ and edited by Antonia Rubino (Sydney), Antonella Strambi (Flinders) and Vincenza Tudini (South Australia),  presents innovative applications of a Positive Language Education perspective to the teaching and learning of Italian in Australia. The issue is based on papers presented at the ACIS Conferences in Adelaide (2013) and Sydney (2015), which highlight a shared interest in the contribution of L2 teaching and learning to students’ pychological, emotional, and social wellbeing, referred to as flourishing (Seligman, 2012). This Special Issue demonstrates the innovative power and responsiveness of Italian language teaching and research to international trends in education; it offers examples of how Positive Psychology can address the widespread concern for student wellbeing by informing L2 teaching and learning and by constituting a solid research framework.       An introductory essay by Sarah Mercer (University of Graz) emphasises the centrality of student wellbeing as a key concern for language educators and researchers and suggests a research agenda for Positive Language Education. Strambi, Luzeckyj and Rubino report on the FL2 project conducted among university students which developed an integrated approach to L2 teaching and learning bringing together Positive Psychology, Transition Pedagogy, and CLIL principles. Kennedy and Miceli then demonstrate the linguistic and psychosocial benefits for students joining a community choir. Bouvet, Cosmini, Palaktsoglou, and Vanzo illustrate how work placements in community organisations promote meaningful interaction as well as students’ wellbeing through prosocial behvaviour. In exploring language learning motivation among adult learners, Palmieri highlights the crucial role of meaningful relationships and personal goals. Finally, Tudini and Strambi identify some of the strategies contributing to affiliation and friendship in online text chat.

Table of Contents

Editorial: Flourishing in Italian: Antonia Rubino, Antonella Strambi, and Vincenza Tudini, pp.: 105–107.

Positive Psychology in SLA: An agenda for learner and teacher wellbeing: Sarah Mercer, pp.: 108–120.

Flourishing in a Second Language (FL2): Integrating Positive Psychology, Transition Pedagogy and CLIL principles: Antonella Strambi, Ann Luzeckyj, and Antonia Rubino, pp.: 121–139.

Lingua e comunità in coro: A community choir as a space for language learning, social interaction, and wellbeing: Claire Kennedy, and Tiziana Miceli, pp.: 140–158.

‘Doing good’ in Italian through student community engagement: The benefits of language placements: Eric Bouvet, Daniela Cosmini, Maria Palaktsoglou, and Lynn Vanzo, pp.: 159–175.

Belonging, idealized self and wellbeing: Key motivators among adult learners of Italian in Sydney: Cristiana Palmieri, pp.: 176–193.

“Siamo vicini, no?”: Negotiating commonality for rapport building in Italian L1-L2 online text chat: Vincenza Tudini, and Antonella Strambi, pp.: 194–211.

 

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