Hostname: page-component-cd9895bd7-lnqnp Total loading time: 0 Render date: 2024-12-25T17:34:02.559Z Has data issue: false hasContentIssue false
  • English
  • Français

Practitioners respond to Sarah Mercer's ‘Psychology for language learning: Spare a thought for the teacher’

Published online by Cambridge University Press:  22 June 2021

Robert Wood
Robert Wood*
Affiliation:
Guangdong Peizheng College, Guangzhou, China
*
Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Extract

Mercer (2018) makes a compelling argument for the urgent need to further research teacher psychology, focussing on language teachers. While there has been considerable research on language learner psychology and with considerable focus on individual differences (IDs), there have been comparatively few studies into language teacher psychology. Mercer (2018, p. 506) highlights that teachers are among the most important stake holders in the language learning and teaching process. Therefore, it is essential to understand the psychology of both learners and teachers to achieve the best learning outcomes.

Type
Pedagogical Implications
Information
Language Teaching , Volume 55 , Issue 3 , July 2022 , pp. 422 - 425
Check for updates
Copyright
Copyright © The Author(s), 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Mercer, S. (2018). Psychology for language learning: Spare a thought for the teacher. Language Teaching, 51(4), 504–525.CrossRefGoogle Scholar
Stanley, P. (2013). A critical ethnography of ‘Westerners’ teaching English in China Shanghaied in Shanghai. Routledge.CrossRefGoogle Scholar
Trent, J. (2012). The discursive positioning of teachers: Native-speaking English teachers and educational discourse in Hong Kong. TESOL Quarterly, 46(1), 104–126.CrossRefGoogle Scholar
Trent, J. (2013). From learner to teacher: Practice, language, and identity in a teaching practicum. Asia-Pacific Journal of Teacher Education, 41(4), 426–440.CrossRefGoogle Scholar
Trent, J. (2016). The NEST-NNEST divide and teacher identity construction in Hong Kong. Journal of Language, Identity, and Education, 41(4), 426–440.Google Scholar
Trent, J. (2020). Wither teacher professional development? The challenges of learning teaching and constructing identities across boundaries in China. Asia-Pacific Journal of Teacher Education, 40(3), 315–329.CrossRefGoogle Scholar
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar