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This book presents intentional dynamics, which is a new perspective
on TESOL contexts, activity and outcomes.The key innovation is a
synthesis of complex systems and ecological theories, as well as
the concept of intentionality from the philosophy of mind, to
understand the psychological and social processes of TESOL. One
aspect of intentional dynamics is the 'ordinary' intentions of
individuals to perform particular actions, and of organisations to
achieve planned outcomes. Another aspect is philosophically defined
psychological and social forms of intentionality. Psychological
intentionality is understood as what language learners' and
teachers' (and other stakeholders') beliefs and emotions are
'about' or 'directed at'. Social intentionality is the 'aboutness'
expressed by TESOL materials, curricula and policies. The book
explores how intentional dynamics both emerge from and give shape
to TESOL activity, and outlines what are the practical implications
of intentional dynamics for TESOL learners, teachers, researchers,
managers and policy-makers.
This book presents intentional dynamics, which is a new perspective
on TESOL contexts, activity and outcomes.The key innovation is a
synthesis of complex systems and ecological theories, as well as
the concept of intentionality from the philosophy of mind, to
understand the psychological and social processes of TESOL. One
aspect of intentional dynamics is the 'ordinary' intentions of
individuals to perform particular actions, and of organisations to
achieve planned outcomes. Another aspect is philosophically defined
psychological and social forms of intentionality. Psychological
intentionality is understood as what language learners' and
teachers' (and other stakeholders') beliefs and emotions are
'about' or 'directed at'. Social intentionality is the 'aboutness'
expressed by TESOL materials, curricula and policies. The book
explores how intentional dynamics both emerge from and give shape
to TESOL activity, and outlines what are the practical implications
of intentional dynamics for TESOL learners, teachers, researchers,
managers and policy-makers.
This edited collection challenges the perceptions of disciplinary,
linguistic, geographical and ideological borders that run across
language education. By highlighting commonalities and tracing
connections between diverse sub-fields that have traditionally been
studied separately, the book shows how the perspectives of
practitioners and researchers working in diverse areas of language
education can mutually inform each other. It consists of three
thematic parts: Part I outlines the field of language education and
challenges its definition by highlighting additional theoretical
constructs that have tended to be viewed as separate from language
education. Part II investigates curricular boundaries, showing how
the language-learning curriculum can be enriched by connections
with other curricular areas. Lastly, Part III looks into the
challenges and opportunities associated with language education
against the backdrop of globalisation.
To date, the majority of work in language learning psychology has
focused on the learner. In contrast, relatively little attention
has been paid to teacher psychology. This volume seeks to redress
the imbalance by bringing together various strands of research into
the psychology of language teachers. It consists of 19
contributions on well-established areas of teacher psychology, as
well as areas that have only recently begun to be explored. This
original collection, which covers a multitude of theoretical and
methodological perspectives, makes a significant contribution to
the emerging field of language teacher psychology as a domain of
inquiry within language education.
This edited collection challenges the perceptions of disciplinary,
linguistic, geographical and ideological borders that run across
language education. By highlighting commonalities and tracing
connections between diverse sub-fields that have traditionally been
studied separately, the book shows how the perspectives of
practitioners and researchers working in diverse areas of language
education can mutually inform each other. It consists of three
thematic parts: Part I outlines the field of language education and
challenges its definition by highlighting additional theoretical
constructs that have tended to be viewed as separate from language
education. Part II investigates curricular boundaries, showing how
the language-learning curriculum can be enriched by connections
with other curricular areas. Lastly, Part III looks into the
challenges and opportunities associated with language education
against the backdrop of globalisation.
To date, the majority of work in language learning psychology has
focused on the learner. In contrast, relatively little attention
has been paid to teacher psychology. This volume seeks to redress
the imbalance by bringing together various strands of research into
the psychology of language teachers. It consists of 19
contributions on well-established areas of teacher psychology, as
well as areas that have only recently begun to be explored. This
original collection, which covers a multitude of theoretical and
methodological perspectives, makes a significant contribution to
the emerging field of language teacher psychology as a domain of
inquiry within language education.
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