Introduction: Enacting Deep Learning in Foreign Language Pedagogy, Joseph Shaules (Keio University, Japan) and Troy McConachy (University of Warwick, UK) 1. Deep Linguaculture Learning in Transformative, Holistic, and Contemplative-Reflective Forms, Rebecca Oxford (Professor Emerita and Distinguished Scholar-Teacher, University of Maryland, USA) 2. Language Learning as a Transformative Experience of Resistance, Adjustment and Change, Joseph Shaules (Keio University, Japan) 3. Holistic Views of Language Learning in Metaphoric Conceptualizations, Martin Cortazzi (University of Warwick, UK) and Lixian Jin (City University of Macau, Macau, China) 4. Humanistic Motivation and Transformative Language Engagement, Zi Wang (University of Warwick, UK) 5. Developing Embodied Learning Activities to Teach English Causatives, David Wijaya (University of Queensland, Australia) 6. Encouraging Deep Learning through an Interactive, Intercultural Approach to Shakespeare, Duncan Lees (University of Warwick, UK) 7. Reader Response, Aesthetics, and Deep Learning in the German Language-Culture Classroom, Chantelle Warner (University of Arizona, USA) 8. Exploring Pragmatic Resistance and Moral Emotions in Foreign Language Learning, Troy McConachy (University of Warwick, UK) 9. Positive Psychology Activities for Promoting Emotion Regulation and Well-being in Language Teacher Education Maria Matilde Olivero (National University of Río Cuarto, Argentina), Maria Celina Barbeito (National University of Río Cuarto, Argentina) and Adelina Sanchez Centeno (National University of Río Cuarto, Argentina) Index

This is a much-needed anthology within the foreign language education literature, offering a fresh perspective on approaches to embodiment, transformation, and wellbeing. A great addition to researchers’ and teachers’ bookshelves!

Explores how language educators enact deep learning in the language classroom, drawing theoretical inspiration from transformative learning, embodied cognition, positive psychology, and intercultural learning.