This article advocates for the expansion of research into the topic of well-being in language education. It begins by outlining key definitional concerns and then moves to outline general issues and gaps in the current body of research such as a need for a diversification in research in social contexts, working conditions, languages, cultures, as well as a clarification of the domain specificity of the construct. In the main body of the paper, three core specific areas are outlined in detail with suggestions of not only what could be researched but how this could be done in concrete empirical terms. Task 1 concerns the dynamism of well-being across different timescales and how those interact. Task 2 focuses on the relationship between self-efficacy and well-being as an example of one core individual difference that could impact well-being development. Task 3 reflects on the possible interplay between learner and teacher well-being. The article ends by arguing for language teacher well-being to receive the urgent and critical attention that it deserves across the whole range of contexts and individuals who identify as language educators.

中文翻译：

---

关于福祉和语言教育的研究议程


本文倡导将研究扩展到语言教育中的幸福感主题。它首先概述了关键的定义问题，然后概述了当前研究主体中的一般问题和差距，例如需要在社会背景、工作条件、语言、文化方面进行多样化的研究，以及澄清结构的领域特异性。在论文的主体部分，详细概述了三个核心的具体领域，不仅提出了可以研究的内容，还提出了如何以具体的实证方式进行研究的建议。任务 1 涉及不同时间尺度上幸福感的动态性以及它们如何相互作用。任务 2 侧重于自我效能与幸福感之间的关系，作为可能影响幸福感发展的一个核心个体差异的一个例子。任务 3 反映了学习者和教师福祉之间可能的相互作用。文章最后认为，语言教师的福祉应该得到应有的紧急和批判性的关注，它应该在整个环境中和被认定为语言教育者的个人中得到应有的关注。