37.2897, Reviews: The Psychology of Language Teachers: Dávid Smid; Sarah Mercer (2026)

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LINGUIST List: Vol-37-2897. Fri Sep 11 2026. ISSN: 1069 - 4875.

Subject: 37.2897, Reviews: The Psychology of Language Teachers: Dávid Smid; Sarah Mercer (2026)

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Date: 11-Sep-2026
From: Jean Danic [calkinsjean at gmail.com]
Subject: Dávid Smid; Sarah Mercer (2026)


Book announced at https://linguistlist.org/issues/37-1820

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

Reviewer: Jean Danic

SUMMARY
This book is written with an intended audience of language teachers,
language teacher educators, administration, policymakers, academics,
researchers, and other stakeholders in the realm of language
education. It outlines current research on the psychology of language
teachers as well as areas in which research is lacking, in the hopes
of inspiring future scholarship.  The book is divided into five
chapters which include overviews of language teacher cognition and
metacognition, affect and emotions, and  motivation and engagement,
and these three sections are bookended by an introduction and
conclusion.  What follows is a brief summary of each chapter.
Section 1:
The first section is an introduction, and it begins by defining
language teacher psychology and what it encompasses.  The authors
explain that they will be using a “trilogy of the mind” approach by
synthesizing the research on language teacher cognition, affect, and
motivation, which are essentially the topics of sections 2 - 4.  They
also stress that though language teacher psychology has not been
explored as extensively as that of the language learner, it is of
equal importance to learning outcomes and should therefore be given
more attention.  They point out that there are both biases and gaps in
the currently available research, prompting a need for a more diverse
representation of the teachers studied, languages taught, levels, and
contexts.  This introduction also lays out the goals of the book as a
whole, which are to synthesize the available research, summarize
literature and research gaps, and suggest practical implications.
Lastly, this first section introduces its authors and establishes
their backgrounds and credibility before discussing the book’s overall
structure.
Section 2:
The second section focuses on cognition and metacognition. Both terms
as well as adjacent terminology that will be used are defined and
explained. The rest of this chapter synthesizes research on
professional knowledge, beliefs about language teaching/learning,
efficacy beliefs, attitudes, and metacognition.  Language teacher
knowledge is something which the authors acknowledge is vast and hard
to define, but they do delve into potential categories of this
knowledge and frameworks for its evaluation. They also discuss how it
can affect teaching practices and the aspects of this knowledge and
practices which we do not yet understand.  As for language teacher
beliefs, the authors discuss how teacher beliefs are linked to
practice, particularly in how they feel about growth vs. fixed
mindsets and how this can connect to teacher beliefs about their own
efficacy. They also discuss how language teacher beliefs are connected
to emotion and motivation. Next, self efficacy beliefs are explored,
both for teachers at the individual level and as a department or
group. Many examples are given for ways that self efficacy beliefs can
shape teacher behavior. Additionally, teacher attitudes are addressed,
and though the research here is described as “fragmented,” several
ways in which these attitudes can be impacted and impactful are
highlighted. The last section before this chapter’s conclusion is
about metacognition, which is defined and explained as being highly
beneficial for teachers and learners.
Section 3:
Chapter 3 is “Affect and Emotions.” In this chapter, emotions are
examined using the understanding of positively and negatively valenced
emotions, and each category can in turn be either facilitative or
debilitative. Emotions are examined using multiple perspectives here,
and a brief examination of four research strands is given: specific
teacher emotions, emotional labor, emotional contagion, and emotional
intelligence. This is where positively and negatively valenced
emotions are explained, and examples of how they might affect a
teacher and his or her practice are exemplified. The emotional labor
of teachers is also explored, both with positive and negative
outcomes.  The authors then illustrate how emotions can be transferred
from teacher to learner as well as connected to the larger social
and/or cultural context. Last, research regarding the emotional
intelligence of teachers and how helpful it can be to the learning
environment are discussed.
Section 4:
The fourth section is the last aspect of language teacher psychology
that is examined in the book: “Motivation and Engagement.”  Both are
defined before the authors elucidate the three research strands on
which they have chosen to focus: initial motivation to become a
language teacher, teacher engagement in their work, and motivation for
professional development. To explore why language teachers choose to
work in the field initially, the authors explain certain
intraindividual and extraindividual motives, as well as how they can
vary depending on the prospective teacher’s own background, income,
age, social environment,or family. The authors then explore the
research on teachers’ engagement in the classroom, which they admit is
lacking. Some predictors of their class engagement which are
highlighted include self-determination theory, growth mindset, and
grit.  Meeting psychological needs and autonomy seem to be key as
well, and once again the importance of contagion between the students
and teacher is highlighted. Last, the authors discuss motivations for
teachers to continue to develop professionally, both in formal and
informal contexts.  Motivations seem to include curiosity, and can
sometimes hinge on a teacher’s self-perceptions. Reflection exercises
also motivate teachers to further develop their skillsets. Multiple
hindrances to professional development are addressed in this chapter
as well. These can be imposed by the individual themselves or at an
institutional level.
Section 5:
The conclusion is the final chapter of this Element, and it provides
and explains 8 key takeaways the authors have drawn from their
experiences reviewing the literature. These are personally held
beliefs by the authors but are also supported with research and
examples from all previous sections of the book. Their final thoughts
include:
“Language teacher psychology is a key determinant of practice.”
“Language learner and teacher psychologies are connected.”
“Language teacher psychology has room to expand.”
Language teacher psychology needs plurality in methodological and
theoretical perspectives.”
“Teachers need to have their voices heard as practitioners and
researchers.”
“Research is needed with diverse populations, languages, and
contexts.”
“Research needs to understand language teacher psychology across
timescales.”
“More advocacy is needed to make language education research and
policy more teacher centered.”
These conclusions are offered with at least one intention being to
incite conversation and further thought from those in this field.
EVALUATION
While this monograph is relatively brief, it wastes no space, and is
filled with valuable information, evidence, and thought-provoking
implications for anyone involved in this line of research or language
teaching at any level.  Each chapter is rich with important
terminology, defined clearly and completely, as well as examples to
illustrate each point made by the authors logically.
The structure of the book is helpful to the reader as well. Though
there is quite a bit of information derived from numerous studies
within each section, the authors have included some helpful features
to aid the reader in easily comprehending it all and drawing logical
implications.  Within each of the three middle chapters, which contain
the real heart of this Element, the authors have included interim
summaries, which serve as a midway comprehension check before the
chapter moves on.  These even include tables which condense the
information into a more visual format by highlighting only the key
points to which anyone could refer back for quick information rather
than drawn out explanations. Though each chapter also contains a
conclusion summarizing the entirety of its contents, the interim
summaries are a useful aspect on which to build understanding before
the end.  Two other important subsections follow each of these
conclusions as well: questions for reflection and recommended
readings.  Both are valuable for anyone wanting to think beyond the
page to engage in conversations with colleagues or pursue further
lines of related research.
Overall, this is an extremely helpful little book for anyone seeking a
short overview of the available research on language teacher
psychology.  The information presented is comprehensive while also
being concise enough and summarized well throughout.  The layout of
the Element makes it approachable and comprehensible too.  In my
opinion, one of its biggest strengths is the wide array of suggestions
interspersed throughout the entire book for future research pursuits.
Any scholar interested in this topic and seeking new research
opportunities need look no further, as Smid and Mercer do an excellent
job of identifying gaps in the current research and areas in which
further study would at the very least be intriguing, if not
groundbreaking.
While the book’s research foundations and commentary are superb, I did
find myself wishing that there was a bit more here geared toward the
everyday experience of language teachers.  For example, the questions
for further discussion often center almost exclusively on how certain
topics might be further researched rather than how practitioners could
use some of this information practically in their classrooms.  While I
understand that this may not be geared toward lesson planning, and the
authors do indeed state in their introduction that the intended
audience is mostly “academics, postgraduates, and teacher educators in
applied linguistics,” since the book is geared at least in part toward
the language teachers themselves, more on application would have been
useful for that audience.
Other than that one shortcoming related to practical implications,
this book certainly accomplishes its goals of synthesizing current
research, identifying potential new lines of inquiry, and starting new
dialogue about this topic and its importance for all stakeholders in
the field of language learning.
ABOUT THE REVIEWER
Jean Danic is currently an Assistant Professor of English for Academic
Purposes at Hillsborough College (HC) in Tampa, FL. Her passions
include the fields of linguistics, education, and language learning,
as well as working with the incredible students and faculty at HC.



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