The significance of educating emotions: fostering the development of personal and emotional intelligences in english as a foreign language Secondary Classrooms

Abstract

[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.