Compassionate educational practices in language learning


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Έτος Έκδοσης



14×21 cm

Εσωτερικό Βιβλίου


Συνοδευτικό Υλικό




Βάρος 0,21 kg

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This book examines the intricate dynamics of compassion within the realm of language learning, shedding light on the mutually beneficial relationship between positive psychology and language education. Through the adoption of a compassionate education lens, the authors present a vitalizing conceptualization of language learning and its potential for transformative outcomes. They underscore the reciprocal interplay between learners and a compassionate learning environment, emphasizing the importance of dialogue and sharing for holistic development.

The book offers practical strategies for seamlessly integrating compassionate language teaching into pedagogical practices, specifically within the context of the educational North American and Hellenistic landscapes. It stands as a scholarly pinnacle, urging educators to revolutionize the field of second/foreign language instruction by harnessing the power of compassion. Drawing upon the principles of positive psychological science, the book identifies strategies that yield remarkable outcomes for learners of all ages. By anchoring the language classroom in compassion, educators can create an educational experience that transcends the mere attainment of curricular objectives, nurturing holistic well-being, productivity, and personal growth. Ultimately, the overarching goal of this book is to transform learners, teachers, and learning environments through the application of positive psychological principles, thereby redefining the landscape of language teaching and learning.


Chapter 1: The language learning landscape in modern classrooms
Language teaching in multidimensional classes
The new role of the teacher in language teaching
“Communication” in the modern language classrooms
“Blindspots” in instructional delivery

Chapter 2: Positive education: a key-factor in modern classrooms
Positive psychology in the schools: an emerging model
Positive emotions

Chapter 3: Revisioning language learning through a compassionate education lens
Introduction to compassionate education
Towards an understanding of compassion
Compassion in educational settings
Preschool children
Elementary children
High school children
Compassionate and dialogue
Implications and connections of dialogue and compassionate practice in education

Chapter 4: Compassionate language teaching in practice
Compassion for self and the self-efficacy loop
Strategies for promoting compassionate practices in language learning
First principle: always empowerment, never weakening
Second principle: full respect
Third principle: maintaining high expectations
Fourth principle: a review of conclusions, observation and questioning
Fifth principle: become a relationship champion
Sixth principle: providing guided opportunities for meaningful classroom participation
Applying the six principles
Putting the PERMA principlesinto the language classroom
P for Positive emotions while developing children’s language skills
E for Engagement of children while developing their language skills
R for Relationship-building exercises with children while developing their language skills
M is for Meaning while children develop their language skills
A is for Accomplishment or sense of self-efficacy in the language developmental process

Chapter 5: Compassionate teaching in Greece 21st century
The new data
The role of the teachers\' schooland the need for compassion
Racism and compassion
Principles of compassion: the basis of intercultural education

Chapter 6: Future directions


Evelyn Bilias-Lolis, PhD is the Interim Dean for the School of Education and Human Development (SEHD) at Fairfield University where she is a tenured associate professor of psychology and  special education. She is an educational psychologist who has also served the school as its assessment coordinator and chief liaison to the Connecticut State Department of Education. Dr. Evelyn has worked in child mental health for over 20 years designing various therapeutic programs that promote resiliency and psychological well-being in the schools. She began her career at a large urban high school where she served as a psychological practitioner and district interventionist.

Dr. Evelyn has taught graduate courses in the clinical assessment of children, developmental psychology, child psychopathology, personality theory, behavioral statistics, learning disabilities, behavioral assessment, and psychotherapeutic interventions for school-aged youth. In 2015, Dr. Evelyn was awarded the Alpha Sigma Nu Jesuit Honor Society (Graduate) Professor of the Year Award for Fairfield University. Her current scholarship focuses on the promotion of connectedness, gratitude, and compassion as a vehicle for learning, inclusion, resiliency and psychological wellbeing.
Translating the findings of psychological science into practice is her passion and professional mission.

Papadopoulos Isaak

Isaak Papadopoulos is an assistant professor in the Department of Early Childhood Education and Care at the International Hellenic University. He holds a Bachelor’s degree in Elementary Education (UoWM) and a Master’s Degree in Educational Sciences with an emphasis on teaching language to students (University of Degli Studi Roma Tre in Italy). His doctoral thesis was pursued at the Aristotle University of Thessaloniki, and it was related to rhetoric and persuasive communication of young Greek students, while his postdoctoral research (Department of Primary Education, University of Ioannina) concerned language teaching and communication of young learners in classes with linguistic and cultural diversity. Regarding his academic teaching experience, he has taught at various universities both nationally (Hellenic Open University) and internationally (European University Cyprus, UNICAF University, Borys Grinchenko Kyiv University). His research and teaching interests focus on language teaching to children, bilingualism/multilingualism as well as teaching reading/writing skills in kindergarten and pre-primary school. He has presented his research at international and national conferences. He has published four academic books, edited eight academic volumes, and contributed to books/collective volumes, as well as articles in international journals and conference proceedings.