Why We Wrote This Book

Summary

An understanding of psychology is fundamental to good teaching practice. All teachers need to understand the basics of psychology such as how to motivate learners, reduce anxiety, prompt engagement, develop positive group dynamics, etc. However, very often the advice in this area covers big issues such as ‘build positive rapport with learners’ or ‘develop a sense of group identity’. These are important things to do, but they take time and are not amenable to easy interventions. For some, it may also be unclear where to begin in concrete terms with practical steps to turn these notions into action. There are no quick fixes for psychological issues and there is no one-size-fits-all approach to psychological interventions – every teacher, learner, group and educational context is different. Nevertheless, there are some specific actions which have been shown to generally lead to positive changes in thinking and behaviour.

In this book, we draw on research and theory from psychology to suggest practical tips to language teachers for small changes you can make to your practice which lead to positive effects on learning and/or teaching. The tips centre on three main areas of influence: language teachers’ own psychology; that of your learners; or that of the group as a whole. In order to be included in the collection, a tip must fulfil two core criteria: (1) it must be a relatively small and easy intervention in concrete terms that teachers can make; and (2) there must be some evidence that this action can impact on learning/teaching behaviours and outcomes. In this way, the book is based largely on research and evidence, but remains extremely practical, grounded, and easy to implement. However, there is a caveat to add here. The outcomes of educational research can often be interpreted in different ways and there will always be diverse opinions about their practical application. Furthermore, a host of factors can influence the effect of any intervention depending on localised and individual factors. Indeed, given that language teaching is inextricably tied to social and cultural contexts, the interpretation and application of such research will vary and be locally determined. As such, we are aware others may hold different opinions, and every reader will need to critically reflect on the appropriacy of any tip for you and your learners in your specific cultural and institutional setting.