Enhancing Psychological Literacy through English Language Education
DOI:
https://doi.org/10.63331/upasw/33/14Keywords:
psychological literacy, English language education, psychological knowledge, reflective pedagogical strategiesAbstract
The concept of psychological literacy, understood as the ability to apply psychological knowledge, principles, and modes of reasoning in personal, professional, and civic life, has become a central concern in psychology education. At the same time, the global role of English as the lingua franca of science and academia has transformed English language learning into a process with implications extending far beyond communicative competence. This article argues that English language education, particularly when it incorporates psychological content and reflective pedagogical strategies, can serve as a powerful medium for fostering psychological literacy. Organized into two chapters, the article first explores the theoretical intersections between psychological literacy and English language education, with emphasis on epistemological, cognitive, and intercultural dimensions. The second chapter provides practical illustrations, including case studies and curricular applications, to demonstrate how English language teaching can simultaneously enhance linguistic proficiency and the critical, reflective, and ethical capacities central to psychological literacy. The discussion highlights both the opportunities and challenges of this interdisciplinary approach and calls for greater collaboration between language and psychology educators in order to prepare students as psychologically literate citizens capable of navigating the complexities of contemporary global societies.
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