Affect, cognition and ideology in language pedagogy. Introduction to the special issue Studies in Language Education 1

Abstract

EDYTA WAJDA: [email protected] SAŃCZYK-CRUZ: [email protected] Wajda is an applied linguist teaching at the University of Białystok. She specializes in language education and cognitive studies. Her areas of research interest include non-testing language assessment, the evaluation of higher education, and the generic overgeneralization effect.Anna Sańczyk-Cruz has taught English in Norway, the United States and Poland for nearly fifteen years. Currently, she teaches at the University of Białystok. Her research focuses on language teacher agency, language teacher identity, language teacher preparation, and intercultural education.EDYTA WAJDA - University of Białystok, PolandANNA SAŃCZYK-CRUZ - University of Białystok, PolandBeltman, S. 2021. Understanding and examining teacher resilience from multiple perspec-tives. In: C.F. Mansfield (ed.), Cultivating Teacher Resilience: International Approaches, Applications and Impacts, 11−26. Springer. https://doi.org/10.1007/978-981-15-5963-1.Beltman, S., Mansfield, C. F. & Price, A. 2011. Thriving not just surviving: A review of research on teacher resilience. Educational Research Review 6: 185–207.Di Leo, J. R. 2020. Catastrophe and Higher Education: Neoliberalism, Theory, and the Future of the Humanities. Springer Nature.Dörnyei, Z. & Guilloteaux, M. J. 2008. Motivating language learners: a classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly 42(1): 55−77.Dörnyei, Z. & Ryan, S. 2015. The Psychology of the Language Learner Revisited. New York: Routledge.Dörnyei, Z. & Schmidt, R. 2001. Motivation and Second Language Acquisition. Honolulu: Second Language Teaching and Curriculum Centre.Dörnyei, Z. & Ushioda, E. 2021. Teaching and Researching Motivation. Second edition. Harlow: Pearson Education.Dörnyei, Z., Ibrahim, Z. & Muir, C. 2015. Directed motivational currents: Regulating complex dynamic systems through motivational surges. In: Z. Dőrnyei, P.D. MacIntyre & A. Henry (eds.), Motivational Dynamics in Language Learning, 95−108. Bristol: Mul-tilingual Matters.Ellis, R. 2008. The Study of Second Language Acquisition. Second Edition. Oxford: Oxford University Press.Giroux, H. E. 2020. On Critical Pedagogy. Second edition. London: Bloomsbury Academic.Ibrahim, Z. & Al-Hoorie, A. H. 2019. Shared, sustained flow: triggering motivation with collaborative projects. ELT Journal 73(1): 51−60.Li, S. 2016. The construct validity of language aptitude: A meta-analysis. Studies in Second Language Acquisition 38(4): 801–842.McGroarty, M. 2017. Neoliberal reforms in language education: Major trends, uneven outcomes, open questions. In: M-C. Flubacher & A. Del Perci (eds.), Language, Education and Neoliberalism: Critical Studies in Sociolinguistics, 229−241. Bristol: Multilingual Matters.Rysiewicz, J. 2008. Measuring foreign language learning aptitude. Polish adaptation of the Modern Language Aptitude Test by Carroll and Sapon. Poznań Studies in Contem-porary Linguistics 44(4): 569−595.42 (3/2023)61

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