This page contains information about books I have (co)authored or (co)edited. The content of this page is organised in four sections, as follows:
In the sections for each book, you can find links to additional information that may be of interest. If you can’t find what you’re looking for, feel free to contact me.
The Intentional Dynamics of TESOL
Stelma, J. & Kostoulas, A. (in press). The Intentional Dynamics of TESOL. Berlin: De Gruyter Mouton.
This monograph is a collaboration with Juup Stelma (University of Manchester).
The intentional dynamics model that we describe in the book brings together complex systems theory and ecological theory. By putting these two perspectives together, we propose a model that can account for how teaching and learning activity emerges in TESOL, and how (once produced) it goes on to shape structures, beliefs and expectations.
The book is under contract with De Gruyter Mutton, and we are currently working on revisions to the manuscript according to reviewer’s suggestions. We expect the book to be published in early 2022.
A Language School as a Complex System: Complex Systems Theory in English Language Teaching
Kostoulas, A. (2018). A Language School as a Complex System:Complex Systems Theory in English Language Teaching. Berlin: Peter Lang.
This monograph shows how phenomena of interest in language education might be described using Complex Systems Theory as a theoretical lens.
Using a language school in Greece as an example, I suggest we can think of the school as a complex dynamic system. I then go on to present such a description, which I argue should contain four components:
- a delineation of all the forms of teaching and learning conceivably available to the school (its state space);
- a description of the forms of teaching and learning that are more likely, taking into account the resources available (or affordances);
- an overview of the main motivational drivers that in the school (the intentionalities); and finally,
- a presentation of the forms of teaching and learning that actually take place (the attractors).
This four-component frame can be used to describe similar phenomena that take place at different levels of analysis, whether our focus is on individual learners and teachers, or on nation-wide educational systems.
Ideologies, Linguistic Communication and Education
Motsiou, E., Vassilaki, E., Gana, E. and Kostoulas, A. (eds) (in preparation). Ideologies, linguistic communication and education [Ιδεολογίες, γλωσσική επικοινωνία και εκπαίδευση]. Athens: Gutenberg.
Μότσιου, Ε., Βασιλάκη, Ε., Γκανά, Ε. και Κωστούλας, Α. (επιμ.) (υπό έκδοση). Ιδεολογίες, γλωσσική επικοινωνία και εκπαίδευση. Αθήνα: Gutenberg.
This Greek-language edited collection brings together papers that were originally presented in the Ideologies, Linguistic Communication and Education (Ιδεολογίες, γλωσσική επικοινωνία και εκπαίδευση) conference, which was organised by the University of Volos on 6th November 2019.
The volume comprises 10 peer-reviewed chapters that discuss themes such as the connections between language and the ideology it encodes, ideological beliefs about language, and the way linguistic ideology is expressed in education and public discourses.
You can read the abstracts of the chapters (in Greek) by clicking on the button below:
Challenging Boundaries in Language Education
Kostoulas, A. (ed.) (2019). Challenging Boundaries in Language Education. Cham: Springer.
This edited collection traces its origins to the Language Education Across Borders international conference, which took place in Graz in December 2017.
The 15 peer-reviewed chapters that make up this volume are intended to challenge readers’ perceptions of language education, and to prompt them to rethink the aims, methods, content and populations involved.
The book is part of the Springer Second Language Teaching and Learning series.
You can read more about the preparation of this book by clicking on the button below:
Language Teacher Psychology
Mercer, S. & Kostoulas, A. (eds) (2018). Language Teacher Psychology. Bristol: Multilingual Matters.
To date, the majority of work in language learning psychology has focused on the learner. In contrast, relatively little attention has been paid to teacher psychology. This volume seeks to redress the imbalance by bringing together various strands of research into the psychology of language teachers. It consists of 19 contributions on well-established areas of teacher psychology, as well as areas that have only recently begun to be explored. This original collection, which covers a multitude of theoretical and methodological perspectives, makes a significant contribution to the emerging field of language teacher psychology as a domain of inquiry within language education.
Reviews of Language Teacher Psychology
In contrast to the study of learners, the study of teachers in the field of second language acquisition has been noticeably rare. In this masterful collection of recent research, Mercer and Kostoulas draw together a compelling rationale for attention to teachers as central players in language learning. The chapters in the book are compulsory reading for anyone wishing to gain deeper insights into language teacher psychology. (Anne Burns, University of New South Wales, Australia)
The chapters in this book have succeeded in laying out a rich, colourful and textured landscape of research into language teachers. With its diverse conceptual frameworks and innovative methodologies, the book is bound to become a primary reference for anyone wishing to orient themselves in this terrain and/or contribute to it. (Maggie Kubanyiova, University of Leeds, UK)
This book convincingly establishes a new field of enquiry, showing that language teacher psychology – though frequently neglected – really matters! Sarah Mercer and Achilleas Kostoulas have assembled a rich array of expert contributions, uniting hitherto disparate areas in a coherent, ground-breaking collection. The book will inspire new research and action for teacher well-being and learner achievement. (Richard Smith, University of Warwick, UK)
Fifteen years of research on the self in System
Kostoulas, A. & Mercer, S. (eds). (2016). Fifteen years of research on the self in System (Virtual Special Issue). System.
- This is a collection of articles on the self and identity, which appeared in System between 2000 (when Bonnie Norton’s seminal book Identity and Language Learning appeared) and 2015.
- The introductory article, which surveys the field, can be accessed here (paywall, sorry!).
A complex systems perspective on English Language Teaching (PhD Thesis)
Kostoulas, A. (2014). A complex systems perspective on English Language Teaching: A case study of a language school in Greece. PhD thesis, The University of Manchester.
- The British Library EThOS listing of the thesis is here.
- You can download a copy of my thesis from eScholar, the University of Manchester institutional repository, by clicking on the button below.
Structure and Insight (Transl.)
Van Hiele, P. (2011). Δομή και διορατικότητα. Μια θεωρία για τη μαθηματική εκπαίδευση. / Structure and Insight: A theory of mathematics education (A. Kostoulas, transl., E. Koleza, ed.). Athens: Liberal Books.
- This book was translated under contract in 2001.
- ISBN 960-99459-5-3 ; ISBN 13: 978-960-99459-5-0.
- To date, the book has been reviewed by TO VIMA.
Dynamics impacting ELT learning materials (MA Dissertation)
Kostoulas, A. (2007). Dynamics impacting ELT learning materials in the Greek context: a complexity perspective. Manchester: The University of Manchester.
- Reading copies are available from the John Rylands University of Manchester Library.
- You can access the WorldCat listing here.
Image Credit: © Anna Creech (eclecticlibrarian@flickr) | CC BY-NC-SA