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Indigo Adult Migrants and the Psychology of Language Learning Teaching | Erin Mills Town Centre
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Foregrounds the under-researched area of the psychology of adult migrant language learning
This edited volume explores the complex psychologies of adult migrant language learners and the people who support them. Drawing on research from four continents, the chapters cover key aspects of the psychology of language learning and teaching, including motivation, emotion, willingness to communicate, identity, multilingualism and wellbeing.
The collection gives voice to learners, teachers and support workers whose perspectives have often been underrepresented in the literature. Many of the chapters are written by teacher-researchers investigating their own classrooms and communities, offering rich insights into these contexts. The learners represented in this volume include adults who are claiming asylum, are on resettlement schemes, have refugee status, are reuniting with family members or have moved for economic reasons.
Together, the chapters present a welcome contribution to the field by applying theories of language learning and teaching, which have traditionally been developed and tested in EFL contexts, with vulnerable populations in understudied contexts.
Foregrounds the under-researched area of the psychology of adult migrant language learning
This edited volume explores the complex psychologies of adult migrant language learners and the people who support them. Drawing on research from four continents, the chapters cover key aspects of the psychology of language learning and teaching, including motivation, emotion, willingness to communicate, identity, multilingualism and wellbeing.
The collection gives voice to learners, teachers and support workers whose perspectives have often been underrepresented in the literature. Many of the chapters are written by teacher-researchers investigating their own classrooms and communities, offering rich insights into these contexts. The learners represented in this volume include adults who are claiming asylum, are on resettlement schemes, have refugee status, are reuniting with family members or have moved for economic reasons.
Together, the chapters present a welcome contribution to the field by applying theories of language learning and teaching, which have traditionally been developed and tested in EFL contexts, with vulnerable populations in understudied contexts.
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