Resignificación del papel de las emociones en las aulas de inglés como lengua extranjera (efl) de educación primaria: un enfoque corporeizado

Abstract

The field of English language teaching has long been dominated by perspectives focused on cognitive processes and methodological strategies, often relegating the emotional dimension of learning to the background. This approach is insufficient for a comprehensive understanding of how students acquire a language, as language learning also involves experiencing, interpreting, and expressing emotions that directly influence motivation, engagement, and communicative development. Consequently, limiting analysis to mental mechanisms or the design of pedagogical practices narrows our understanding of a phenomenon that is essentially human and social. From a broader perspective, emotions must be viewed as a fundamental part of lived experience, as they contribute to identity formation, strengthen interpersonal relationships, and foster more meaningful learning. This need is particularly significant in early childhood education, a stage when students begin to recognize, manage, and communicate their emotional states while developing linguistic skills. Ignoring this component means missing opportunities to promote more inclusive and effective learning. Therefore, it is essential to expand research into the affective dimension of English language teaching and to adopt pedagogical approaches that integrate emotional development with linguistic goals, thereby fostering a more holistic education that aligns with the students' actual needs