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    Compassionate Educational Practices in Language Learning
    Compassionate Educational Practices in Language Learning
    Compassionate Educational Practices in Language Learning
    Ebook138 pages1 hour

    Compassionate Educational Practices in Language Learning

    By Disigma Publications, Evelyn Bilias-Lolis and Isaak Papadopoulos

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    About this ebook

    This e-book examines the intricate dynamics of compassion within the realm of language learning, shedding light on the mutually beneficial relationship between positive psychology and language education. Through the adoption of a compassionate education lens, the authors present a vitalizing conceptualization of language learning and its potential for transformative outcomes. They underscore the reciprocal interplay between learners and a compassionate learning environment, emphasizing the importance of dialogue and sharing for holistic development.

    The e-book offers practical strategies for seamlessly integrating compassionate language teaching into pedagogical practices, specifically within the context of the educational North American and Hellenistic landscapes. It stands as a scholarly pinnacle, urging educators to revolutionize the field of second/foreign language instruction by harnessing the power of compassion. Drawing upon the principles of positive psychological science, the e-book identifies strategies that yield remarkable outcomes for learners of all ages. By anchoring the language classroom in compassion, educators can create an educational experience that transcends the mere attainment of curricular objectives, nurturing holistic well-being, productivity, and personal growth. Ultimately, the overarching goal of this book is to transform learners, teachers, and learning environments through the application of positive psychological principles, thereby redefining the landscape of language teaching and learning.

    LanguageEnglish
    PublisherDisigma Publications
    Release dateJul 29, 2024
    ISBN9786182022184
    Compassionate Educational Practices in Language Learning

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      Book preview

      Compassionate Educational Practices in Language Learning - Disigma Publications

      INTRODUCTION

      New language acquisition or learning a language other than your L1 is one of the most sophisticated intellectual pursuits. It carries with it the feat of worldliness and the humility that the native way, or the dominant way, is not necessarily the only way. Language learning involves a commitment on behalf of the child, the parent, and the educator to foster a sense of appreciation for the prospect of how the language can evolve or enhance one as a being, professional, or member of the global world. Additionally, acquiring a new language involves more than its fair share of tapinotita or humble under- standing, as the child navigates the nuances and hurdles that come with the learning curve of undoing the familiar and rewiring a language structure anew.

      For some, the significance of new language learning is tied to opportunity and greater versatility in work, life, or travel. Language can take you to places; it can open doors. This can be said for children learning another language in order to be able to be more effective in education and business, more adeptly meet the needs of the broader medical or scientific community, or discover opportunities and freedoms that can open up to them as a result of multilingualism. This is the strategic arm of language learning, that learning a different language is tied to an outcome with concrete communicative benefits for everyday life or work.

      For others, the preservation of language and with it, the preservation of an identity tied to its culture, beliefs, and traditions means more than any strategic gain. This tie is one that imparts both nostalgia and cultural connectedness, working to preserve traditions and familiar ways of life and/or active ties to the loved ones in their family lineage. This is very much the case for migrant families. Despite the inclusion, assimilation or acculturation that develops naturally over time in a new country, migrant families and first- or second-generation immigrant children maintain an active commitment to fighting against the thawing out of their roots and intricate facet of their identity. In this case, the pursuit of a language is not merely sought after for its communicative aspects, but rather for its value as part of who the person is and their desire to pass down the language, culture, and identity to the next generation.

      For children, however, acquiring another language is a choice that someone else has determined for them. Whether it is a curricular requirement of a school system or whether it is a wish of the parent — a child learns a new language because, in essence, someone else wants them to learn it. This is a very important nuance to embrace as it has profound considerations for teaching and learning. For children, especially young children, language learning can feel mechanical and painful as they exercise through a pursuit that they may or may not inevitably believe in or are committed to. And unlike the adult who decides to study a language for intrinsic reasons, most children can- not make a deep vow unless an adult is there helping them to under- stand the real why behind the reason for learning. The Greek word for this why or deeper purpose is ousia.

      When translated into English, ousia not only means purpose but also essence. Ousia is a construct that has roots in both philosophy and theology. Ancient Greek philosophers Plato and Aristotle both explored this notion of ousia as it relates to the essence vs. the substance of matter. Ousia, in the sense that is being applied here, involves arriving at the essence or heart of the ask. As much as educators try to provide child-centered learning as a best instructional practice in schools, it is very hard to do so faithfully when the ousia of a commitment can feel obtuse, abstract, or pose no immediate benefit to the (child) learner.

      Where, then, does extracting the ousia for language learning come in with respect to school-aged children? As with any learning, discovering the deeper essence of any learning objective comes through the adult. The adult is the one capable of the reflection need- ed to instill a sense of meaning, importance, and agency to a topic or content area. Language learning is no different. In this way, it be- comes the responsibility of the adult to meditate on and uncover his/ her ousia for learning or teaching a language and why it is important for that particular family, classroom, or school. Hence, the very first step in the teaching and learning process should involve uncovering the adult why. Whether it is for opportunity, tradition, identity, or for a curricularly just because, learning a foreign language needs to travel beyond the mind; it needs to first find its ousia in the heart and the spirit of the individual imposing it.

      If you are reading this book, this means that you have a personal stake in language learning — you may be a language teacher, language scholar, or a parent with a strong appreciation for and commitment to language learning. So, pause for a mindful few minutes and ask yourself, What is my why? Take your time to reflect on this question and from it identify your language learning essence (i.e., the real impetus for your desire to learn the language or teach the language to another). What is your ousia"? You can write it down here:

      Now, hold on to this self-insight as you journey through the remain- der of this little book. We will revisit your ousia a bit later.

      The purpose of this book is to challenge you to re-envision language teaching and learning through a modern psychological frame- work called applied positive psychology. Positive psychology is a paradigm with principles that hinge closely on matters of ousia described in this chapter; the application to language learning may pleasantly surprise you. The scope of this book is to provide you, the reader, evidence for how the psychology of thriving and authentic happiness can inform language learning both pedologically and in an applied sense. Practical strategies for implementing positive psycho- logical principles such as compassion/ self-compassion, optimism, and gratitude in the language learning classroom will be provided.

      Through a reflection of science as well as a journey through matters of the heart, this book will offer a contemporary offering related to acquiring and retaining language learning in children.

      Dr Evelyn Bilias-Lolis

      Dr Isaak Papadopoulos

      The authors

      Chapter 1

      THE LANGUAGE LEARNING LANDSCAPE IN MODERN CLASSROOMS

      Introduction to the modern language teaching classrooms

      The contemporary educational setting is widely acknowledged as a multifaceted composition that is significantly influenced by cognitive, emotional, and social elements (Argyriou, Giotopoulou & Pappa, 2016; Papadopoulos & Rapti, 2021). The efficacy and caliber of education im- parted are indicative of the manner in which the multifaceted aspects of the classroom are addressed. Consequently, it is incumbent upon the teacher to not only acknowledge and embrace these aspects but also evince a pragmatic concern towards them.

      Just like in any other educational setting, it is imperative for language teachers to give due consideration to the unique characteristics and needs of each child. Each individual child exhibits unique characteristics and traits. Each individual possesses unique characteristics, interests, talents, and inclinations, as well as distinct approaches to learning, motivations, expectations, and perspectives on the learning process. The teacher must take into account the multifaceted nature of the classroom to facilitate efficient instruction for all children, as stated by Papadopoulou (2018).

      Furthermore, it is imperative that each educator fosters and prioritizes the student's role in the pedagogical experience. According to Charalambous (2000) and Mavropoulos (2013), the primary function of schools is to cater to the unique needs of every student

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