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10Well-BeinginLanguageEducation
thatfocusesonflourishing,positivefunctioning,andalifewell-lived.Incontrastto
traditionaldeficitviewsinpsychologywhichseektofixproblems,PPemergedas
abalancedcounterperspectivewhichisconcernedwithunderstandingwell-being.
Itdoesnotdenyproblemsornegativeemotionsbuttakesstrengthandpositivity
asastartingpointalongsideunderstandinghowindividualscopewithchallenges
throughresilience.TefieldofPPisbasedaroundthreemainpillars(seePeterson,
2006):
tPositivesubjectiveexperiences(e.g.,happiness,joy,satisfactionetc.)
tPositiveindividualtraits(e.g.,characterstrengths,values,passionsetc.)
tPositiveinstitutions(e.g.,schools,families,communitiesetc.)
Tethinkingunderlyingthismodelimpliesthatupositiveinstitutionsfacilitatethe
developmentanddisplayofpositivetraits,whichinturnfacilitatepositivesubjective
experiences”(Peterson,2006,p.20).Tismeansthatinapproachingwell-being,we
canseektoenhanceallthreepillarshelpingtoaddressindividual-levelfactorsas
wellascontextualandsystemicfactors.Itistheintegrationofallthreepillarswhich
providesasolidbasisforwell-beingdevelopment.
Inlanguageeducation,therehasbeenaconsiderablebodyofworkinrecentyears
examiningtheoretical,empirical,andpracticalapproachestolookingatvarious
aspectsofPPinlanguageteachingandteachereducation(e.g.,Gabryś-Barker
&Galajda,2016;MacIntyreetal.,2016;MacIntyreetal.,2019;Merceretal.,2018;
Strambietal.,2018)includingworkwithaspecificfocusonwell-being(e.g.,Gregersen
etal.,2021;MacIntyreetal.,2019;MacIntyreetal.,2020;Mercer,2020).
3.Well-beinginEducation
Well-beinghasincreasinglybeengainingattentionineducationfrompolicymakers,
curriculumdesigners,andschoolleaders.Forexample,goodhealthandwell-being
arelistedasoneoftheUN’s17SustainableDevelopmentGoalswithanexpectation
intheEDU2030frameworkthatthisshouldbeaddressedinschools(seehttps:ll
sdgs.un.orglgoals).Inaddition,since2017,PISAnowmeasureslevelsoflearner
well-beingalongsideacademicscores;andseveralnationalcurriculanowincorpo-
ratesomeformofwell-beinginstructioneitherasaseparatesubjectorasatrans-
versalcompetenceacrossallsubjects(e.g.,UK,Canada,Brazil,andTanzaniaamong
others).Educationsystemsgloballyhavenowformallybeguntorecognisethevalue
andimportanceoflearnerwell-beingandthereisgrowinginterestinhowtoteach
well-beingcompetenciesalongsidetraditionalacademicsubjects.
