The Linguist

Chartered Institute of Linguists WINTER 2025 The Linguist 13 FEATURES them, what discourages them), for example through quick group reflections on moments of success, helps build emotional literacy. When they can identify their feelings they gain greater control over their learning process. Research shows that wellbeing in lifelong learning grows from two internal resources: curiosity and reflective self-awareness. 9 Learners who ask 'Why am I interested in this?' or 'What am I discovering about myself?' are more resilient, adaptive and fulfilled. Engaging with culture. Exploring the history, literature, music and traditions of the target language enriches learning. Research in positive psychology shows that exposure to art, music and storytelling increases curiosity, enjoyment and a sense of connection to something larger than oneself. Cultural engagement also fosters identity development and empathy, as learners reflect on similarities and differences between the target culture and their own. Language learners can integrate cultural engagement in various ways: reading novels or short stories, watching films, listening to music or exploring topics online. Supporting independent learners. People studying without regular classroom support face distinct challenges. They must structure their study, maintain motivation and find social or emotional support independently. To cultivate wellbeing outside a formal classroom, goal-setting is essential. Breaking broader objectives into micro-goals, such as learning ten new phrases a week or completing a short listening activity each day, provides frequent reinforcement and a sense of accomplishment. Achieving these small goals supports competence and keeps learners motivated. Reflection is equally important. Keeping a learning journal, reviewing achievements or recording progress consolidates knowledge, recognises growth and maintains a sense of meaning. Social interaction remains relevant: online language communities and discussion forums provide peer support and connections, feedback and opportunities to practise skills. Modelling what we teach. Teacher wellbeing is closely linked to learner outcomes. Burnout, emotional exhaustion and stress impact instructional quality and the classroom climate. Maintaining teacher wellbeing involves structured routines, professional boundaries and including joyful elements in the work. Teachers who model resilience, self-care and positive engagement create environments in which learners can thrive. 10 Teaching, at its best, is reciprocal, and I have certainly learnt from my students more than they have learnt from me. When teachers feel inspired and valued that energy radiates into the learning environment. Equally, when learners show curiosity, appreciation and growth it nourishes the teacher's sense of meaning and accomplishment. Prioritising wellbeing on both sides creates a virtuous circle that sustains enthusiasm and learning. When teachers integrate structured goals, reflection, cultural engagement and personal interests, language learning becomes not just an academic pursuit but a space for growth, connection and joy. Wellbeing is not an optional extra; it is fundamental. In an age when people often seek new purpose, connection and creativity, language learning offers something rare: a space where minds expand, identities grow and wellbeing blossoms. Notes 1 Dewaele, J-M (2020) 'The Emotional Rollercoaster Ride of Foreign Language Learners and Teachers: Sources and interactions of classroom emotions.' In Simons, M and Smits, T, Language Education and Emotions, London: Routledge, 205-220 2 Seligman, MEP (2011) Flourish: A visionary new understanding of happiness and well- being, London: Free Press 3 Ryan, RM and Deci, EL (2020) 'Intrinsic and Extrinsic Motivation from a Self-Determination Theory Perspective: Definitions, theory, practices, and future directions'. In Contemporary Educational Psychology, 61 4 Op. cit. Dewaele 5 Op. cit. Ryan and Deci 6 Vygotsky, LS (1978) Mind in Society: The development of higher psychological processes, Cambridge, MA: Harvard University Press 7 Csikszentmihalyi, M (1975) Beyond Boredom and Anxiety: The Experience of flow in work and play, San Francisco: Jossey-Bass 8 Op. cit. Dewaele 9 Åström, E et al (2025) 'The Lifelong Learner's Compass: Cultivating attitudes with self-reflection, openness, curiosity and motivation'. In Adult Education Quarterly, 75,1 10 Op. cit. Ryan and Deci Teachers who model resilience, self-care and positive engagement create environments in which learners thrive JUST THE TONIC Teacher wellbeing affects the classroom environment (right); and (above) a joyful learning experience can also be created online IMAGES © SHUTTERSTOCK

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