New series: Psychology of Language Learning and Teaching

In January 2018 we will be publishing Language Teacher Psychology edited by Sarah Mercer and Achilleas Kostoulas, which is the first book in our new series, Psychology of Language Learning and Teaching. In this post, series editors Sarah Mercer and Stephen Ryan introduce the new series and explain the inspiration behind it. 

Both of us started our careers in the classroom as language teachers and it was there that we first developed our fascination with the differences we noted in how our learners approached their learning … or did not, as the case may be. Little did we know back then just where that fascination would take us. From those initial sparks began an ongoing interest in language learning psychology. Our curiosity led us to seek ways to understand what made our learners tick and, somewhat inadvertently, into the exciting world of educational psychology. Once exposed to these – at least to us – new ideas, we then became interested in how best to apply these insights in our teaching. It was classroom practice that triggered our early interest and that practical focus continues to be a key driver for us in our research and we hope in this new Multilingual Matters series too.

Over time, our own understandings of psychology have grown and become – we like to think – more nuanced. In the same way, and over a similar timeframe, a new academic field has grown, both in scale and sophistication, around in interest in the Psychology of Language Learning and Teaching (PLLT). One of the great joys for us in recent years has been the discovery of many like-minded, curious teachers/teacher-researchers/researchers looking to explore the potential of educational psychology theory and research in an attempt to better understand language teaching and learning. For many years, discussions of psychology in language education were dominated by the concept of learner motivation and while that remains a key area of inquiry, we are now seeing a whole range of other topics moving into focus. In addition to motivation, the new field covers various dimensions of the self, identity, affect, cognition, attributions, personality, strategies, self-regulation, and agency among others. A distinguishing trait of this new field is that it seeks to explore the connections between these concepts as opposed to separating them from each other and attempting to analyse them in isolation. Another key shift has been a growing attention to teacher psychology. While there is a strong body of research in certain areas, large domains of teacher psychology have remained almost completely unexamined in the field of language education. Given the tight connections between learner and teacher psychology, it is surprising we know so little about what makes such key stakeholders in classroom life function and potentially flourish in their professional roles.

The first book in the series, Language Teacher Psychology

As a part of the emergence of this new field, there has been an accompanying increase in the number of publications with a PLLT focus. At first, these were scattered across publishing houses, but we felt that there was a need to bring them together under one roof to make it easier for people to find related works, to see connections across areas of research and practice, and to foster cooperation rather than further fragmentation. Multilingual Matters already housed many key PLLT publications within its broader SLA series and it is from that highly successful series that the new PLLT was born. The birth of the new PLLT series has coincided with the further growth of a biennial conference dedicated to the field as well as the formation of a professional association for those working in the area. It is tremendously exciting to witness the new series taking shape and we feel enormously privileged to be a part of this innovative new project. We can already see some thrilling publications on the horizon as academics from across the globe come forward to share their work on PLLT through the series. We hope you will enjoy reading the books that will make up the new series and we also hope that some of you may consider making your own contribution in the future.

For more information about the Psychology of Language Learning and Teaching series, please see our website. Book proposals for this series should be sent to Laura Longworth.

2014 set to be an exciting year for MM’s SLA series

Capitalizing on Language Learners' Individuality2014 has begun in force for our Second Language Acquisition series. Already this year we have seen the publication of Capitalizing on Language Learners’ Individuality by Tammy Gregersen and Peter D. MacIntyre: an exciting book which offers not only an up-to-date, accessible introduction to the theories of learner characteristics but is also jam-packed full of practical classroom activities. Tammy and Peter told us about how the project came about in their blog post last year. If you missed it, you can catch up here.

Multiple Perspectives on the Self in SLAAlso on our blog you may have seen Sarah Mercer and Marion Williams’ introduction (here if you missed it) to their edited collection Multiple Perspectives on the Self which was published at the start of February. This collection of papers brings together a diverse range of conceptualisations of the self in the domain of second language acquisition and foreign language learning. The volume attempts to unite a fragmented field and provides a thorough overview of the ways in which the self can be conceptualised in SLA contexts.

Sociocultural Theory and L2 Instructional Pragmatics

The third addition to our SLA series so far this year is Sociocultural Theory and L2 Instructional Pragmatics by Rémi A. van Compernolle. This book outlines a framework for teaching second language pragmatics grounded in Vygotskian sociocultural psychology. Using multiple sources of metalinguistic and performance data, the volume explores both theoretical and practical issues relevant to teaching second language pragmatics from a Vygotskian perspective. Van Compernolle’s book is the 74th to be published in our SLA series and we are hoping to make it to 80 titles by the end of 2014.

The Acquisition of Sociolinguistic Competence in a Lingua Franca ContextBooks already on their way to publication include The Acquisition of Sociolinguistic Competence in a Lingua Franca Context by Mercedes Durham, Jian-E Peng’s monograph Willingness to Communicate in the Chinese EFL University Classroom, ZhaoHong Han’s edited volume Studies in Second Language Acquisition of Chinese and Measuring L2 Proficiency edited by Pascale Leclercq et al. Other highlights for the SLA series in 2014 include the International Conference on Motivational Dynamics and Second Language Acquisition at The University of Nottingham which we are very excited to be supporting and our annual attendance of EUROSLA which is to be hosted by the University of York this year.

The academic series editor for our SLA series is David Singleton, University of Pannonia, Hungary and Fellow Emeritus, Trinity College, Dublin, Ireland and our in-house Acquisitions Editor is Laura Longworth. Should you be interested in submitting a proposal or discussing any book ideas with us, please do not hesitate to get in touch. More information can be found on our website here.