Expressive Multilingual Writing

2022 ◽  
pp. 81-96
Author(s):  
Eda Başak Hancı-Azizoglu ◽  
Maha Alawdat
Keyword(s):  
Language Learning ◽  
Expressive Writing ◽  
Well Being ◽  
Physical Pain ◽  
Innovative Method ◽  
Multilingual Writing ◽  
Healing Power

The purpose of this chapter reveals the healing power of writing at times of stress, turmoil, and crisis from multilingual perspectives. Writing relieves emotional chaos, stress, and even physical pain as evidenced by research. Multilingual writing is a process-based, complicated act that requires a series of intellectual stages to be developed as a skill. In parallel to this rationale, multilingual learners can generate creative spaces for their well-being and growth by using writing as a skill to express their emotions for easing feelings related to stress, turmoil, and crisis. This chapter encourages and models emotional or expressive writing as an innovative method to use in educational and health settings to allow creating novel experiences into language learning phases.

Expressive Multilingual Writing

2021 ◽  
pp. 235-250
Author(s):  
Eda Başak Hancı-Azizoglu ◽  
Maha Alawdat
Keyword(s):  
Language Learning ◽  
Expressive Writing ◽  
Well Being ◽  
Physical Pain ◽  
Innovative Method ◽  
Multilingual Writing ◽  
Healing Power

The purpose of this chapter reveals the healing power of writing at times of stress, turmoil, and crisis from multilingual perspectives. Writing relieves emotional chaos, stress, and even physical pain as evidenced by research. Multilingual writing is a process-based, complicated act that requires a series of intellectual stages to be developed as a skill. In parallel to this rationale, multilingual learners can generate creative spaces for their well-being and growth by using writing as a skill to express their emotions for easing feelings related to stress, turmoil, and crisis. This chapter encourages and models emotional or expressive writing as an innovative method to use in educational and health settings to allow creating novel experiences into language learning phases.

An Interview with Sarah Mercer on Language Learner and Teacher Well-Being

Relay Journal ◽  
2019 ◽  
pp. 459-463
Author(s):  
Sam Morris ◽  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Well Being ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Language Learner ◽  
Language Teacher ◽  
New Directions ◽  
The University

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

The healing power of well-being

2011 ◽  
Vol 23 (4) ◽  
pp. 145-155 ◽  
Author(s):  
Jobin Mathew ◽  
Cheramadathikudyl Scariya Paulose
Keyword(s):  
Brain Function ◽  
Premature Mortality ◽  
Well Being ◽  
Neuroendocrine System ◽  
Affective States ◽  
Functional Correlation ◽  
Enhanced Resistance ◽  
Healing Power ◽  
Negative Affective States ◽  
Physiological Benefits

Neuroendocrine system plays an important role in modulating our body functions and emotions. At the same time, emotions implicate a pivotal role in the regulation of brain function and neuroendocrine system. Negative affective states such as depression and stress are associated with premature mortality and increase the risk of various fatal diseases. It has been suggested that positive affective states are protective and improve our health and productiveness. Several potential mechanisms have been posited to account for these associations including improved health behaviour, direct physiological benefits, enhanced resistance and recovery from stress among individuals with high versus low positive emotional resources. This review summarises information concerning the neuronal and hormonal systems in mood, impact of negative and positive affective states on the level of cortisol, epinephrine, serotonin, dopamine and endorphins. The functional correlation of neuronal and hormonal systems in the development of diseases and their ability to enhance health-relevant biological processes are also evaluated.

Działanowo-zadaniowe nauczanie języków obcych w ujęciu neuropedagogicznym: Zaangażowanie uczących się a efektywność kształcenia

2021 ◽  
Author(s):  
Sławomira Kołsut
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Human Life ◽  
Knowledge Society ◽  
Well Being ◽  
Multiple Perspectives ◽  
Modern Approach ◽  
Learning And Teaching ◽  
Modern School ◽  
Constructivist Model

The action-task approach is a modern approach to language learning and teaching, offering more opportunities for active participation in the class and greater engagement in the learning process than traditional approaches, which include for example the communicative approach. The aim of this publication is to show the action-task approach from multiple perspectives: pedagogical, glottodidactic and neurobiological. In the pedagogical dimension, it refers to the issues of the new culture of learning and teaching and to the constructivist model of learning. In practice, this means that learners acquire knowledge and skills actively through their own actions. This method implies that classes are oriented towards shaping learners‘ independence and their gradual acquisition of autonomy. In the modern school, the learner acquires, apart from knowledge, which is no longer the priority of teaching, the competences needed for future work. In the modern knowledge society, these competences are becoming increasingly important, as they are more difficult to acquire than generally available knowledge. Therefore, during the modern learning process the student is provided with conditions for the development of social, methodological as well as personal competences, which play a very important role in achieving individual well-being. The action-task approach is not only a constructivist way of learning and teaching languages, but also a philosophy, referring to considerations of learning, teaching, perception of reality, communication and interaction with fellow learners, and formation of attitudes and values needed in human life.

scholarly journals Letters of Gratitude: Improving Well-Being through Expressive Writing.

2009 ◽  
Vol 1 (3) ◽  
pp. 181-198 ◽  
Author(s):  
Steven Toepfer ◽  
Kathleen Walker
Keyword(s):  
Expressive Writing ◽  
Well Being

The importance of the self: using online diaries in the EFL classroom

2021 ◽  
Vol 11 (2) ◽  
pp. 395-412
Author(s):  
Micòl Beseghi
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Expressive Writing ◽  
English Language ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Self Awareness ◽  
Final Questionnaire ◽  
Diary Writing

Abstract Learner journals, diaries, and logs have been used in a variety of learning contexts, including foreign language learning. This paper investigates how diary writing can be used in the EFL classroom to encourage students to express their identities through the language they are learning; it is also a way of supporting them in their quest for greater autonomy, with a view to exploring the interconnections between learner autonomy, learner self (L2 self), and learner emotions. More specifically, it will be shown how reflective writing – in the form of online diaries – can offer learners an important tool to explore their thoughts and emotions and reflect on their identity as learners and users of English. Moreover, diaries are a qualitative research tool for teachers and scholars, who can examine metacognitive and affective aspects of language learning. The paper reports a study conducted within a university English Language course, in which the students were encouraged to keep a reflective online diary throughout a semester. The analysis of their personal and expressive writing has shed light on their need to speak as themselves, not just as language learners, and to explore their emotions, both positive and negative. A final questionnaire has revealed that the students were generally positive about the activity, highlighting its usefulness in terms of learner autonomy, self-awareness, and self-regulation.

Epicureanism

2021 ◽  
pp. 115-140
Author(s):  
Christopher W. Gowans
Keyword(s):  
Human Nature ◽  
Mental Distress ◽  
Moral Virtue ◽  
Well Being ◽  
Fear Of Death ◽  
Philosophical Foundation ◽  
Physical Pain ◽  
Ideal State ◽  
Starting Point ◽  
The Ideal

The chapter argues that ancient Epicureanism (mainly Epicurus, Lucretius, and Philodemus) is plausibly interpreted as a self-cultivation philosophy. The existential starting point is a life of irrational fears and frustrated desires. The ideal state of well-being is a life of pleasure, understood primarily as the absence of physical pain and mental distress (more tranquilism than hedonism). This ideal life is free of fear of death and the gods, and it is devoted to friendship, moral virtue, and the pursuit of desires only if they are natural and necessary. The philosophical foundation is a materialist, atomistic theory of nature and human nature that entails that death is nothing to fear, the gods are unconcerned with us, and only natural and necessary desires are important. We achieve this ideal through spiritual exercises that involve learning Epicurean philosophy, modifying desires, and cultivating virtue in a community of like-minded people.

scholarly journals Altruistic behaviors relieve physical pain

2019 ◽  
Vol 117 (2) ◽  
pp. 950-958 ◽  
Author(s):  
Yilu Wang ◽  
Jianqiao Ge ◽  
Hanqi Zhang ◽  
Haixia Wang ◽  
Xiaofei Xie
Keyword(s):  
Brain Activity ◽  
Well Being ◽  
Anterior Cingulate ◽  
Altruistic Behavior ◽  
Physical Pain ◽  
Dorsal Anterior Cingulate Cortex ◽  
Pilot Studies ◽  
Ventral Medial Prefrontal Cortex ◽  
Painful Shock ◽  
The Right

Engaging in altruistic behaviors is costly, but it contributes to the health and well-being of the performer of such behaviors. The present research offers a take on how this paradox can be understood. Across 2 pilot studies and 3 experiments, we showed a pain-relieving effect of performing altruistic behaviors. Acting altruistically relieved not only acutely induced physical pain among healthy adults but also chronic pain among cancer patients. Using functional MRI, we found that after individuals performed altruistic actions brain activity in the dorsal anterior cingulate cortex and bilateral insula in response to a painful shock was significantly reduced. This reduced pain-induced activation in the right insula was mediated by the neural activity in the ventral medial prefrontal cortex (VMPFC), while the activation of the VMPFC was positively correlated with the performer’s experienced meaningfulness from his or her altruistic behavior. Our findings suggest that incurring personal costs to help others may buffer the performers from unpleasant conditions.

A critical review of research relating to the learning, use and effects of additional and multiple languages in later life

2019 ◽  
Vol 52 (4) ◽  
pp. 419-449 ◽  
Author(s):  
Simone E. Pfenninger ◽  
David Singleton
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Later Life ◽  
Well Being ◽  
Active Ageing ◽  
Older Individuals ◽  
L2 Acquisition ◽  
Mature Adults ◽  
L2 Learning

AbstractWhile there is a growing body of research on second language acquisition (SLA) in children, adolescents, young and more mature adults, much remains to be explored about how adults in later life learn a new language and how good additional language learning is for them. Our goal in this article is to survey and evaluate what is known about the linguistic, socio-affective, neurobiological and cognitive underpinnings of the second language (L2) learning process in older individuals, the extent to which L2 acquisition may be seen as contributing to healthy and active ageing, and how these phenomena are to be approached scientifically, methodologically and pedagogically. Our view is that a developmental enterprise as complex as L2 learning in senior adulthood and its effects in later life cannot be explained by a single theory or set of principles. Furthermore, we take it that L2 acquisition in the third age needs to be regarded not just as a goal in itself but as a means of promoting social interaction and integration, and that it is partly through the stimulation of social well-being that its cognitive effects may potentially be observed.

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