Empirical work exploring additional language (L+) learning emotions has both proliferated and expanded its focus over the past 15 years. The current article explores one possibility for responding to the challenge of capturing and describing emotions in order to furnish a more contextualized, multidimensional picture of emotions in L+ learning:…

Early childhood curricula reflect guiding principles or beliefs about the knowledge, skills, and behavior that are considered important for learning in the early childhood setting. This study examined linkages between teachers' and young children's expression of and talk about emotions during interactions in early childhood programs, using either…

Communication teachers have long been concerned with the development of students' oral communication competencies. Regrettably, public speaking remains one of the most feared communicative contexts. Though there has been extensive interest in cognitive/behavioral strategies for alleviating communication apprehension, there has been surprisingly…

In this article I propose a conception of empowering educational dialogue within the framework of humanistic education. It is based on the notions of Humanistic Education and Empowerment, and draws on a large and diverse repertoire of dialogues--from the classical Socratic, Confucian and Talmudic dialogues, to the modern ones associated with the…

The purpose of this study was to identify the components of a framework for affective education implementation based on a positive psychology approach. A fifth grade class of 31 students in a public rural elementary school in Taiwan participated in a 13-week long affective education course that consisted of six units: Self-discovery, Love and…

Hearing impaired children (eight to nine years old) and their teachers used a "feeling wheel" to discuss their feelings, help resolve arguments, and understand others' emotions. The wheel, divided into 16 segments labeled with feelings, helped students discuss how and why they felt a particular way. (CL)

Describes the philosophical bases of confluent education, and provides examples of this method in language instruction. (AM)

States the hypothesis that a second language learner's motives for choosing a particular language for study are rooted in the depths of one's personality and that there is an effective relationship between the learner and the language being studied. Outlines the consequences for teaching methods of development of this hypothesis. (AMH)

Values clarification involves students in the information and concepts presented in their courses. This article discusses values clarification techniques for use in the teaching of social studies, English, and the humanities, at all grade levels. (Author/RM)

DUSO is an experiential approach to learning which relies on the teacher as the facilitator of human development. The need for such a model becomes apparent when an examination of schools reveals a dichotomy between what we value in education and what children experience. What is necessary then is a program based on an affective, holistic design.…

Several activities that can help deaf children build affective awareness are described. The activities emphasize hands-on, experience-based learning and play, and focus on building self-awareness, learning new ways to interact, recognizing feelings, and having children create books about themselves. (JDD)

Values clarification, a relatively new form of humanistic education, was compared with a traditional lecture-discussion approach to teaching a survey course in health science to undergraduates. It was concluded that the objectives of a survey course in health science may be equally attained by either of the instructional procedures. (Author)

The use of science fiction in the classroom to clarify environmental or ecological values is discussed in this article. Science fiction was chosen due to its universal appeal and application. Students read and analyzed a story and were then required to take a position and to defend it. (MA)

The assumption that self-concept can be taught and is, therefore, a legitimate educational objective underlies this package of teacher activities. The package offers elementary school teachers multiple self-concept exercises, and the techniques and procedures for their implementation in the classroom. The specific purpose of each exercise is…

Shows why self-concept is important in reading instruction, and why reading teachers should use effective classroom techniques to promote self-concept. (RL)