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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

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Flourishing in a Second Language (FL2)

Integrating Positive Psychology, Transition Pedagogy and CLIL principles

 | Flinders University
 | Flinders University
 | The University of Sydney
Published online: 1 December 2017
DOI logo with link
https://doi.org/10.1075/aral.40.2.03str
Abstract
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, M. E. (2002). Positive Psychology, positive prevention, and positive therapy. In C. R. Snyder & S. Lopez (Eds.), Handbook of Positive Psychology (pp. 3–9). New York: Oxford University Press.Google Scholar logo with link to Google Scholar), Transition Pedagogy (Kift, S. (2009a). Articulating a Transition Pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education: Final report for ALTC senior fellowship program. Strawberry Hills, NSW: Australian Learning and Teaching Council.Google Scholar logo with link to Google Scholar), and CLIL principles (Coyle, D. (2006). Content and language integrated learning: Motivating learners and teachers. Scottish Languages Review, 131, 1–18.Google Scholar logo with link to Google Scholar). 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.
Article outline
  • 1.Introduction
  • 2.Theoretical background
  • 3.FL2 curriculum design and development
  • 4.Trial implementation and evaluation procedures
  • 5.Results
    • 5.1Student evaluations
      • 5.1.1Surveys (Semester 1)
      • 5.1.2Interviews (Semester 2)
    • 5.2Educators’ feedback
  • 6.Conclusion
  • Notes
  • References
References (31)
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MACINTYRE, PETER D., TAMMY GREGERSEN & SARAH MERCER
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