Helping first-year students flourish through languages: Integrating positive psychology, transition pedagogy and CLIL principles

In the specific context of second language learning, increasing student attrition and lack of motivation to progress beyond introductory courses has been repeatedly noted. Another important challenge for tertiary educators is supporting students’ wellbeing, especially as they transition from school to university, and through their university studies. By integrating positive psychology, transition pedagogy (TP), and Content and Language Integrated Learning (CLIL) principles into language curricula, this project responds to an identified need within the area of Second Language Learning and Teaching, as well as to broader issues around student wellbeing. More specifically, the project capitalises on the unique features of the Second Language (L2) learning environment to address the critical issue of attrition in second language courses at tertiary level, as well as to support students’ flourishing (Keyes, 2009).