Cognitive and Educational Psychology for TESOL

This volume has been written specifically with TESOL teacher educators, practitioners, and classrooms in mind. It is divided into three sections: cognitive aspects of language learning, individual differences, and language learning difficulties and challenging behaviours. Structured in this way, it enables TESOL teacher educators and practitioners to better understand how language learners process and retain new information, improving their overall ability to learn and remember. In addition to supporting TESOL teacher educators and practitioners in promoting effective language learning, this volume explains individual differences among language learners and the importance of developing learners' emotional, social, and behavioural skills while addressing learning difficulties, disorders, disabilities, and challenging behaviours whenever required. The individual chapters are written in an accessible style to enable readers to explore various psychological concepts in their pedagogical practice by engaging in reflective teaching through action research. This volume is a vital resource for pre- and in-service language teachers and will encourage language teacher educators to reassess their existing practices.

Chapter 2 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

Serves as a principal text and supplemental reading in a range of undergraduate and postgraduate courses Constitutes a self-study source for the professional development of both TESOL teachers and TESOL teacher educators Demonstrates how the themes included in the volume can be further explored by practitioners in action research projects

Autorentext

Andrzej Cirocki is an associate professor in English language education in the Department of Education at the University of York, UK. He is also an adjunct professor of TESOL at Universitas Negeri Surabaya and the President of the National Centre for ELT Materials Development in Indonesia. He teaches modules such as TESOL Methods, Teaching and Learning Language, Evaluating TESOL Practice, Curriculum Design, Professional Practice in Education, and Methodology of Teaching English for Academic Purposes. His professional interests include TESOL teacher education and professional development, reflective teaching, teacher autonomy, teacher self-efficacy, and teaching English as a foreign language. In addition to his authorship of numerous publications, involvement in international research projects (e.g., Indonesia, Japan, Ecuador), and delivery of CPD courses for EFL/ESL teachers worldwide, he is also editor-in-chief of The European Journal of Applied Linguistics and TEFL.

Bimali Indrarathne is a professor in the Department of Languages at Kotelawala Defence University (KDU), Sri Lanka. Prior to that, she worked at several universities in the UK. Her main research interests are second language acquisition, learning difficulties, and inclusive practices in language teaching. She has published widely on these topics and conducted several teacher education projects in South Asia on inclusive practices in language teaching, teaching grammar, and English for Academic Purposes.

Sharon McCulloch is a senior lecturer in the Writing Centre at Central European University in Vienna, Austria and has taught English as a foreign language and English for Academic Purposes in higher education in Italy, the UK, Japan, and the Czech Republic. Her recent research focuses on academic literacies, writing for scholarly publication, and the ways writing is affected by socio-political factors such as precarious working conditions in higher education. She is the editor of the recent Routledge volume Novice LGBTQ+ Scholars' Practices in Writing for Scholarly Publication.

Inhalt

Chapter 1:Educational Psychology for TESOL Teachers: A Brief Introduction.- Chapter 2:Working Memory and English Language Learning: Implications for Classroom-based Research.- Chapter 3:Attention and Awareness in Second Language Learning.- Chapter 4:Implicit and Explicit Knowledge in English Language Learning.- Chapter 5:Clarifying the Muddy Waters of Metacognition in English Language Learning.- Chapter 6:Affect in English Language Learning.- Chapter 7:Interaction in English Language Learning.- Chapter 8:Motivation and Engagement in Language Learning.- Chapter 9:Learner Autonomy in the Language Classroom.- Chapter 10:Self and Identity in English Language Learning.- Chapter 11: Strategies in English Language Learning.- Chapter 12:The Art of Language Instruction Using Multiple Intelligences: Creative Instruction Inspired by the Eight Intelligences.- Chapter 13:Learners of English and their Attitudes towards and Beliefs about Multilingualism.- Chapter 14:Specific Learning Difficulties in the TESOL Classroom.- Chapter 15:Supporting Autistic Pupils in the TESOL Classroom.- Chapter 16:Sensory Processing in the EFL Classroom: A Neurodiversity-Based Approach to Inclusive Practice.- Chapter 17:Anxiety in English Language Learning.- Chapter 18:Wellbeing in the TESOL Classroom.- Chapter 19:Bullying in the TESOL Classroom.- Chapter 20:Closing Remarks on TESOL Teachers as Educational Psychologists.