Language learning is an inherently emotional process, shaped by both positive and negative experiences that influence the individual difference of learner beliefs. This article explores the mediating role of positive psychology (PP) in second language acquisition (SLA), with a particular focus on mindfulness and its potential to reshape learner beliefs in the Russian language classroom. Drawing on theories such as Seligman’s PERMA model and Fredrickson’s broaden-and-build theory, as well as evidence-based interventions, the article argues that mindfulness-based interventions (MBIs) provide practical tools for cultivating positive learner beliefs and inclusive, growth-oriented classroom environments. Examples of MBIs—including practices of noticing, savoring, exploring character strengths, and engaging narrative identity—are presented as strategies for fostering positive emotions and reframing limiting learner beliefs. Findings from recent studies demonstrate that MBIs not only improve students’ self-perceptions and emotional well-being but also support language learning outcomes without detracting from proficiency gains. Ultimately, the article suggests that mindfulness and PP can help position the Russian language classroom as a positive social institution that nurtures engagement, adaptability, and lifelong learning.
Kelly Knickmeier Cummings (Tue,) studied this question.