From pop psychology to L2 pedagogy: The ‘Let Them Theory’ as a reflective frame in applied linguistics

• Sophia Strietholt ^[1] ; Elena Petron ^[1]
  1. [1] University of North Carolina at Chapel Hill

     University of North Carolina at Chapel Hill

     Township of Chapel Hill, Estados Unidos

     
• Localización: Applied linguistics, ISSN 0142-6001, Vol. 46, Nº 6, 2025, págs. 958-963
• Idioma: inglés
• DOI: 10.1093/applin/amaf058
• Texto completo no disponible (Saber más ...)
• Resumen

  • This article explores the potential relevance of Mel Robbins’ Let Them Theory (LTT), a popular self-help concept, to applied linguistics. LTT encourages individuals to shift focus from external judgments to their own needs and well-being. While not a substitute for established theory, LTT can serve as a source of pedagogical and theoretical inspiration. Despite its lack of empirical grounding, LTT offers an unconventional path for addressing a key paradox in second language learning: learners must remain resilient amid discouragement from others, while also relying on others in their learning process. Drawing on anecdotes and theoretical connections, this commentary considers the value of incorporating frameworks like LTT into language pedagogy. We situate this piece within broader discussions of accessibility in applied linguistics and the persistent theory-practice divide, arguing that concise frameworks can help bridge that gap. Rather than dismissing popular psychology, we suggest that applied linguists treat such concepts as generative tools for pedagogical reflection and theoretical exploration. We conclude by calling for more inquiry into the role of non-academic frameworks in language education.

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