37.1820, Books: The Psychology of Language Teachers: Smid and Mercer (2026)

[The LINGUIST List]

LINGUIST List: Vol-37-1820. Tue May 19 2026. ISSN: 1069 - 4875.

Subject: 37.1820, Books: The Psychology of Language Teachers: Smid and Mercer (2026)

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Date: 19-May-2026
From: Ellena Moriarty [rfsupport at cambridge.org]
Subject: The Psychology of Language Teachers: Smid and Mercer (2026)


Title: The Psychology of Language Teachers
Subtitle: Cognition, Affect, and Motivation
Series Title: Elements in Language Teaching
Publication Year: 2026

Publisher: Cambridge University Press
           http://www.cambridge.org/linguistics
Book URL:
https://www.cambridge.org/ch/universitypress/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/psychology-language-teachers-cognition-affect-and-motivation?format=HB&isbn=9781009513869

Author(s): Dávid Smid; Sarah Mercer

Hardback ISBN:  9781009513869 Pages:  90 Price: U.K. £ 55.00
Hardback ISBN:  9781009513869 Pages:  90 Price: Europe EURO 64.19
Hardback ISBN:  9781009513869 Pages:  90 Price: U.S. $ 77.00
Paperback ISBN:  9781009513876 Pages:  90 Price: U.K. £ 18.00
Paperback ISBN:  9781009513876 Pages:  90 Price: Europe EURO 21.01
Paperback ISBN:  9781009513876 Pages:  90 Price: U.S. $ 25.00

Abstract:

This Element has three main aims. First, the authors wish to
synthesize research on language teacher psychology to provide
state-of-the-art insights into the topic and identify possible avenues
of scholarship. They do so by adopting a trilogy of mind perspective,
which helps organize aspects of teacher psychology into three domains:
cognition, affect, and motivation. Second, the overview of the
literature outlines key issues, identifies gaps in current
understandings and scholarship, and it also introduces less common
constructs (e.g., flow, collective efficacy beliefs, and attributions)
to inspire future research in this area. Third, the authors intend to
reflect on practical implications for practitioners, language teacher
educators, preservice teachers, and policymakers of the research to
date. Rather than offering a definitive account, the authors seek to
open dialogue and encourage further research and practice to ensure
language teachers in all contexts receive the recognition and thus
support they deserve.

Written In: English (eng)



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