Activating and Engaging Learners and Teachers

Carmen M. Amerstorfer is a researcher and foreign language teacher educator at the University of Klagenfurt, Austria.Max von Blanckenburg is postdoctoral researcher at the Chair of Teaching English as a Foreign Language at the University of Munich, Germany.

Strengthening the Involvement of Learners and Teachers in English Language Education: An Introduction to the Volume
by Max von Blanckenburg (University of Munich, Germany) and Carmen M. Amerstorfer (University of Klagenfurt, Austria)


Part I: Psychological Perspectives on EFL Teacher and Learner Emotions, Well-Being, and Relationships

Chapter 1: Psychology of Language Learning: Where Are We and where Are We Going?
by Carmen M. Amerstorfer (University of Klagenfurt, Austria) and Peter D. MacIntyre (Cape Breton University, Canada)

Chapter 2: The Effects of Emotional Decoding on Eliciting Empathic Responses in Language Teachers: An Idiodynamic Case Study
by Alaa Al-Tamini and Tammy Gregersen (American University of Sharjah, UAE)

Chapter 3: How Cooperative Learning Can Contribute to Teacher Wellbeing, Contentment, Motivation, and Positive Relationships
by Carmen M. Amerstorfer (University of Klagenfurt, Austria)

Chapter 4: Attitudinal, Motivational, and Socio-biographical Predictors of EFL Teachers' Well-Being
by Jean-Marc Dewaele (Birkbeck, University of London, UK), Sarah Mercer (University of Graz, Austria), and Christina Gkonou (University of Essex, UK)


Part II: Methodological Considerations on EFL Learner Activation and Engagement

Chapter 5: Kinaesthetic Learning Material for EFL Pronunciation Teaching and Their Potential for Teacher Education
by Manuela Schlick (University of Vienna, Austria)

Chapter 6: Unguided Peer Response: A Missing Piece in the Jigsaw Puzzle?
by Ha Hoang (Victoria University of Wellington, New Zealand) and Peter Gu (Victoria University of Wellington, New Zealand)

Chapter 7: Dimensions of Language Assessment Literacy and Their Difficulty for Pre-Service Teachers of English in Austria
by Armin Berger (University of Vienna, Austria), Helen Heaney (University of Vienna, Austria), and Günther Sigott (University of Klagenfurt, Austria)

Chapter 8: Implementing a Strategy Instruction Framework: Challenges of Classroom-Based Research at the Elementary Level
by Pamela Gunning, Teresa Hernandez-Gonzalez, and Joanna White (Concordia University, Montreal, Canada)


Part III: Who to Engage with and in what Ways? Perspectives on Concepts and Competences in Cultural Learning

Chapter 9: Trigger Warnings, Safe Spaces, and Taboo Topics: Is there Still a Place for Hermeneutic Perturbation in Teaching (Foreign) Literature and Culture?
by Laurenz Volkmann (University of Jena, Germany)

Chapter 10: Rethinking Cultural Learning in Light of 'Response-Abilities:'
Shifting Language Education "onto a Sustainable and Resilient Path"
by Frauke Matz and Daniel Becker (University of Münster, Germany)

Chapter 11: Digital Citizenship in English Language Education: Perspectives for Cultural and Global Learning
by Christiane Lütge (University of Munich, Germany) and Thorsten Merse (University of Münster, Germany)

Chapter 12: Being Culturally Competent: Quo Vadis Cultural Learning 2.0?
by Grit Alter (University College of Teacher Education Tyrol, Austria)


Part IV: Engaging EFL Learners Aesthetically and Politically through Literary Texts

Chapter 13: Command of Language and Interpersonal Positioning: A Literary Linguistic Analysis of Dialogue in Harold Pinter's The Dumb Waiter with Insights for English Language Education
by Nursen Gömceli and Allan James (University of Klagenfurt, Austria)

Chapter 14: "Memory is the Most Unreliable of Faculties:" Literature in English Teacher Education
by Michael Prusse (Zürich University of Teacher Education, Switzerland)

Chapter 15: Literary Learning and Political Education: Exploring the Nexus of Aesthetic and Rhetorical Language Use
by Max von Blanckenburg (University of Munich, Germa