LINGUISTIC WELL-BEING (before, during, and after the pandemic)
Linguistic well-being is a fascinating concept worthy of a separate ERL Session:) It can be differently understood in various places and specialists of different disciplines (including linguists, pedagogues, social workers, journalists, politicians, lawyers, and others). We hope to gather them together from all the corners of the world and learn from one another via short informal talks. It seems that during the pandemic linguistic well-being has become a particularly significant concept: without it education is simply doomed to failure as students will choose to sit quietly and lurk behind their “needing-to-be-fixed” cameras. Hence the idea of a globally-wide session during which we can share our experience and successful attempts at triggering the sensation of linguistic well-being.
We want to discuss how linguistic well-being relates to 4 domains: linguistic views, actions, affect, and cognition:
|WHY does linguistic well-being matter so much?|
is linguistic well-being related to our generall convictions, attitude to life and work/studies, etc.?
|HOW is linguistic well-being shaped?|
Is linguistic well-being related to our language skills, language performance, daily activities, etc.?
|HOW is linguistic well-being sensed and studied?|
Is linguistic well-being related to our happiness, confidence, social anxiety, traits of character, sensitivity, etc.?
|WHAT follows from linguistic well-being for education and life?|
Is linguistic well-being related to our image of the world, relationships, general education, social status, etc.?
To discuss these issues comprehensively enough, we seek participation of
educational scientists, applied linguists, sociolinguists, psycholinguistics, journalists, curricula designers, anthropologists, teachers, and other professionals whose daily work and research rests relates to linguistic well-being