Wellbeing in the TESOL Classroom

Over the past years, and especially after the COVID-19 outbreak, interest in the topic of wellbeing in the language classroom has increased among researchers, educators, and policy makers across the globe (MacIntyre et al., 2020; Mercer & Gregersen, 2022). This chapter outlines issues surrounding learner wellbeing as well as how it can be attended to with the ultimate aim of fostering positive learning experiences. To address learner wellbeing, the chapter takes a Positive Language Education (PLE) perspective (Mercer et al., 2018). PLE refers to the integration of linguistic competences and global skills in language education with a focus on individual and collective wellbeing. PLE has been developed to teach character strengths and values alongside content. Promoting these strengths and global skills such as critical thinking, intercultural competence, global citizenship, and digital and eco-literacy in the classroom can lead to numerous social, psychological, and academic benefits as well as improved mental health and wellbeing among students (Noble & McGrath, 2008). The chapter illustrates how we can better understand various factors contributing to learner wellbeing, as well as practical steps that can be taken to sustain the wellbeing of students. In addition, the chapter provides ideas for teacher engagement and reflection on teaching practices regarding PLE to improve their teaching and to develop both personally and professionally.