An agenda for well-being in ELT: an ecological perspective

Sarah Mercer

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EFL/ESL Teaching and Learning Psychological Well-being and Life Satisfaction Health, psychology, and well-being

Abstract

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.

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References

1999Subjective well-being: Three decades of progress.2001On Happiness and Human Potentials: A Review of Research on Hedonic and Eudaimonic Well-Being 2008Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement 2011Flourish: a visionary new understanding of happiness and well-being 2009Visible learning: a synthesis of over 800 meta‐analyses relating to achievement 2009Positive education: positive psychology and classroom interventions 2006Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level 1960Annual Review of Psychology

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