An Agenda for Well-Being in ELT: An Ecological Perspective

Autor/in	Mercer, Sarah
Titel	An Agenda for Well-Being in ELT: An Ecological Perspective
Quelle	In: ELT Journal, 75 (2021) 1, S.14-21 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccaa062
Schlagwörter	Well Being; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Teacher Student Relationship; Social Responsibility; Language Teachers + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziale Verantwortung; Language teacher; Sprachunterricht
Abstract	Well-being is a basic human right according to the World Health Organization. It is the foundation of a life well lived and ought to be the basis of all educational endeavours and encounters. In this article, I urge ELT to make well-being a priority for research and practice. I make three main points. Firstly, we need to be serious in defining and understanding well-being for research and teaching and get beyond superficial conceptualizations, which inhibit growth in this area and meaningful debate. Secondly, we need to consider well-being for the whole ELT ecology, understanding that well-being does not reside solely within the individual but is socially situated too. Finally, I discuss learner and teacher well-being, which lie at the heart of ELT, and argue that we have a collective responsibility in the community to work towards better conditions for well-being for all members of the ELT ecology. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01