Master's Seminar I: The Importance of Student and Teacher Well-being in Language Education 3304-2D1W-SM-030

In terms of knowledge, the student:

- knows and understands to an advanced degree the assumptions of the OECD paradigm regarding well-being in education, and can relate them to the historical development of humanistic and positive psychology in glottodidactics;
- possesses advanced knowledge of the neurobiological mechanisms (including the impact of stressors and hormones on the hippocampus) governing the affective process of foreign language acquisition;
- characterizes the phenomenon of Foreign Language Anxiety in detail and identifies the risk factors leading to teacher burnout;
- knows modern models, techniques, and tools supporting the development of well-being, including the principles of implementing mindfulness strategies, formative assessment, learner autonomization, and the organization of an inclusive and ergonomic classroom space.

In terms of skills, the student:
- can independently diagnose the level of language anxiety and well-being within a course group, and select appropriate techniques and exercises to support learners' resilience;
- can critically analyze and modify standard teaching materials (textbooks, tests) in such a way that their classroom implementation stimulates the experience of flow and minimizes overstimulation (including Technology-Induced Anxiety);
- can independently design a foreign language lesson plan in which strictly linguistic objectives are harmoniously integrated with affective goals (e.g., building a sense of agency or using "brain breaks" mindfulness techniques);
- can apply alternative, constructive forms of evaluation (e.g., feedback based on the "green pen" strategy) that support a learner's growth mindset.

In terms of social competences, the student:
- demonstrates continuous sensitivity to emotional cues from group process participants and is ready to respond flexibly to classroom crisis situations with empathy and respect;
- is ready to implement the principles of inclusivity and acceptance toward neurodiversity within the group, ensuring that every participant feels safe and shares responsibility for the classroom atmosphere;
-takes care of the quality of their own psychological well-being and occupational hygiene, demonstrating a mature, self-reflective attitude toward their own emotional resources and boundaries in didactic work;
-can communicate and cooperate with others in a constructive and non-hurtful manner under task-related pressure, utilizing the principles of assertiveness and empathetic language.

Assessment methods: Systematic work on selected topics leading to the drafting of a partial Master's thesis.

Assessment criteria:

The student correctly and independently explains the OECD assumptions regarding well-being and flawlessly indicates how these ideas connect with selected principles of humanistic or positive psychology in the history of language teaching.

The student demonstrates a good knowledge of neurobiological processes; they can correctly describe the function of the hippocampus in the memorization process and the mechanism by which a high level of cortisol (stress) blocks the acquisition of language structures.

The student characterizes the symptoms and sources of Foreign Language Anxiety in the classroom in a detailed and comprehensive manner, and accurately identifies at least three key risk factors leading to teacher burnout.

The student correctly describes the operational principles of tools such as mindfulness, formative assessment, and classroom ergonomics, accurately explaining how they support inclusivity and learner autonomy.

The student consistently avoids hurtful or judgmental language in stressful situations (e.g., project defense before the group, working under time pressure); they communicate assertively using "I-messages" and the principles of constructive cooperation.

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Arnold, J. (Éd.). (2006). Affectivité et apprentissage des langues. Cambridge University Press (wersja fr: fld / CLE International).
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Gaudreau, N. (2023). Développer le bien-être à l'école : Stratégies pour les enseignants et les élèves. Presses de l'Université du Québec.
MacIntyre, P. D., Gregersen, T., & Mercer, S. (Eds.). (2016). Positive Psychology in SLA. Multilingual Matters.
Mercer, S., & Gregersen, T. (2020). Teacher Well-Being. Oxford University Press.
Oxford, R. L. (2016). Teaching and Researching Language Learning Strategies: Self-Regulation in Context. Routledge.
OECD (2017). PISA 2015 Results (Volume III): Students' Well-Being. OECD Publishing.
Hofstadler, N., Babic, S., Lämmerer, A., Mercer, S., & Oberdorfer, M. (2021). The well-being of language teachers: Quantitative and qualitative perspectives. System, 98, 102471.
Szulc-Kurpaska, M. ( 2021), Foreign Language Teacher Wellbeing, [w:] M. Jedynak (red.),Insights from Foreign Language Learning and Teaching, Wrocław: Oficyna Wydawnicza ATUT, s. 161–194.