The transformative role of Positive Psychology in fostering inclusive language education for SEN students

Abstract

The pursuit of optimizing language teaching/learning has driven educators and researchers to explore innovative approaches that create enriching and appealing environments conducive to learning. However, there remains a gap in addressing language teaching for Special Educational Needs (SEN) students. Building on the Positive Psychology (PP) foundations embedded in EMPATHICS, this review article calls for a PP-geared paradigm shift in language education for SEN students. It explores the impact of PP on language teaching, with a special focus on SEN students. Since the integration of PP principles (equally referred to as PP constructs in the literature) holds the promise of cultivating enriching and effective learning environments, this review aims to design and implement a set of practical strategies for SEN educators to create inclusive and motivating language learning environments. By addressing the unique learning needs of these students based on a theory-informed needs analysis, the current work aspires to shed further light on how positive language learning mindsets and beliefs can enhance the learning experience. Thanks to its innovative principles, PP can profoundly influence SEN learners’ positive emotions, motivation, well-being, and overall learning outcomes, inviting thus both educators and researchers to adopt it as an integrative approach to language teaching.