Developing Students’ Emotional Competencies in English Language Classes: Reciprocal Benefits and Practical Implications

Philippe Gay, Slavka Pogranova, Laetitia Mauroux, Estelle Trisconi, Emily Rankin and Rebecca Shankland
Additional contact information
Philippe Gay: UER EN, HEP Vaud, 1014 Lausanne, Switzerland
Slavka Pogranova: GRAFE, UNIGE, 1211 Geneva, Switzerland
Laetitia Mauroux: UER EN, HEP Vaud, 1014 Lausanne, Switzerland
Estelle Trisconi: UER EN, HEP Vaud, 1014 Lausanne, Switzerland
Emily Rankin: International Work Placement Coordinator, IAE, 38400 Grenoble, France
Rebecca Shankland: Laboratoire DIPHE, Lumière University Lyon 2, 69000 Lyon, France

IJERPH, 2022, vol. 19, issue 11, 1-12

Abstract: Learning a foreign language involves a wide range of cognitive, social and affective skills. The present article gives ideas to develop socio-emotional competencies in English courses: the capacity to identify the emotion, to understand the causes and consequences, to express their emotions and to do so in a socially acceptable manner, to manage stress and to use their emotions to increase the effectiveness of thinking, decision making and actions. Content and language integrated learning (CLIL) is a dual approach aiming to develop both language and academic subject knowledge. It may be gradually introduced, embedding it at three levels: into the classroom (routines, organization, pupils’ behavior), the school and the curriculum. Successful learning in CLIL remains based on (1) communication, (2) ways of engaging in the learning process and (3) the use of meaning-making strategies. We propose a pedagogical sequence (several courses) to learn a second language based on the social and emotional learning approach, and the English coursebook MORE! 7e for primary school pupils (aged 10–11). We combine the specific language learning of the unit—talking about ourselves, people and their feelings—with the development of pupils’ basic emotional competencies, and discuss advantages and disadvantages to consider in order to successfully implement such lessons.

Keywords: CLIL; socio-emotional competencies; academic performance; foreign languages (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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