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This state-of-the-art volume is the first to capture a hybrid discipline that studies the role and linguistic implications of the human mind in language learning and teaching. This Handbook considers individual as well as collective factors in language learners and teachers from an array of new empirical constructs and theoretical perspectives, including implications for practice and “myths, debates, and disagreements” in the field, and points to future directions for research. This collection of stellar contributions is an essential resource for researchers, advanced students, and teachers working in applied linguistics, second language acquisition, psychology, and education.

Didactics of languages --- Psycholinguistics --- Language and languages --- Langues --- Study and teaching --- Psychological aspects --- Étude et enseignement --- Aspect psychologique --- Aspect psychologique. --- Étude et enseignement --- Psychological aspects.

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Geïndividualiseerd onderwijs. --- Geïndividualiseerde instructie. --- Individualized education programs. --- Individualized instruction. --- Language and languages --- Second language acquisition. --- Tweedetaalverwerving. --- Study and teaching.

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Positieve psychologie. --- Positive psychology. --- Psycholinguistics. --- Psycholinguïstiek. --- Second language acquisition --- Tweedetaalverwerving --- Psychological aspects. --- psychologie.

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This volume addresses innovations in language teacher education, offering a diversity of personal/psychological perspectives and topics in the theory and/or practice in language teacher education. The text deals with innovations in teaching for learning, teacher autonomy, dynamic self-reflection, peace education, professionalism, action research, socio-emotional intelligence, embodiment, professional development, NeuroELT, and more. Organized in three sections, the chapters inspire readers to reflect upon what it means to grow as a teacher as they navigate the intra- to inter-personal continuum. The editors draw the main themes together and discuss them in light of an innovations framework developed by Rogers (including relative advantage, compatibility, complexity, trialability and observability) in order to express, in concrete terms, the ways in which each idea can be considered innovative. Throughout the anthology, the reader will find specific, novel ways in which to work towards good practice in language teacher education.

Language and education. --- Teaching. --- Applied linguistics. --- Language Education. --- Teaching and Teacher Education. --- Applied Linguistics.

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This volume addresses innovations in language teacher education, offering a diversity of personal/psychological perspectives and topics in the theory and/or practice in language teacher education. The text deals with innovations in teaching for learning, teacher autonomy, dynamic self-reflection, peace education, professionalism, action research, socio-emotional intelligence, embodiment, professional development, NeuroELT, and more. Organized in three sections, the chapters inspire readers to reflect upon what it means to grow as a teacher as they navigate the intra- to inter-personal continuum. The editors draw the main themes together and discuss them in light of an innovations framework developed by Rogers (including relative advantage, compatibility, complexity, trialability and observability) in order to express, in concrete terms, the ways in which each idea can be considered innovative. Throughout the anthology, the reader will find specific, novel ways in which to work towards good practice in language teacher education.

Language and education. --- Teaching. --- Applied linguistics. --- Language Education. --- Teaching and Teacher Education. --- Applied Linguistics.