Akademik Veri Yönetim Sistemi
3rd ILTERG Conference, Nevşehir, Türkiye, 2 - 03 Haziran 2023, ss.112
Recently there is a growing interest towards mindfulness in educational psychology as well
as several other fields. The affordances of mindfulness practices in foreign language
classrooms have been investigated in relation with anxiety, self-regulation, affective factors
and motivation. Mindfulness as a strategy has a considerable potential to be included in the
instruction of foreign language. In spite of the increased attention on mindfulness, language
teaching classrooms do not involve adequate and effective resources on the integration of
mindfulness. Also, language teaching materials include few or no examples, texts, activities
explicitly or implicitly to introduce mindfulness as a strategy or a technique. Thus, teachers
who want to practice mindfulness in their classrooms do not have sufficient resources. With
this motivation in mind, this chapter aims to investigate how mindfulness as a technique and
content can be incorporated into language teaching materials by providing the background
framework in theory and guidelines to develop mindfulness-based materials and sample
activities and resources for foreign language teachers and practitioners. Instructional
strategies such as graphic organizers, questioning skills, imagery and reflective journals are
discussed to improve mindful learning in foreign language classrooms. Sample materials are
introduced in relation to main language skills.