[eng] The almost new introduction of the use of emotion-based approaches in
educational centres has challenged the academic perspective on how students
can become, not only more effective in their studies, but also more successful in
their lives. To do so, personal awareness has been raised in order to make
learners perceive the importance of identifying, understanding and controlling
their own emotions and subsequent reactions to diverse situations. The initial
acquisition of these capacities leads to a consequential development of social
skills which allow the identification, respect and acceptance of others’ reactions
in order to ensure profitable and nurturing relationships.
Hence, for the purpose of contributing to this matter, the context and origins of
the renowned emotional and personal intelligences will cover the introductory
sections of this paper. Accordingly, Howard Gardner and Daniel Goleman’s
theories will be presented and taken as the theoretical basis of the thesis. Further
relevant contributions to the field will be also mentioned to justify the implications
of the application emotional and personal techniques in an EFL classroom. This
last section will lead out to the educational proposal designed for four different
secondary courses. The program is divided into some distinctive categories
which present the objectives and contextualisation of the proposal, to
subsequently expose in detail the activities and projects specifically created for
each group. However, the emotional background will firstly be provided during
the activities, so as to be put into practise during the project performance. In short,
this thesis develops and explores the potential and benefits of working emotional
and personal skills in EFL classrooms.