Speaker
Abstract section 5: References
Benevene, P., De Stasio, S., & Fiorilli, C. (2020). Editorial: Well-Being of School Teachers in Their Work Environment. Frontiers in Psychology, 11, 1239.
Luong, M. T., Gouda, S., Bauer, J., & Schmidt, S. (2019). Exploring Mindfulness Benefits for Students and Teachers in Three German High Schools. Mindfulness, 10(12), 2682–2702.
Mañas Mañas, I., Franco Justo, C., Gil Montoya, M. D., & Gil Montoya, C. (2014). Educación consciente: Mindfulness (atención plena) en el ámbito educativo. Educadores conscientes formando a seres humanos conscientes. En Alianza de civilizaciones, políticas migratorias y educación. Aconcagua Libros.
Martínez-Cuevas, G. (2023). Pedagogía y salud mental: Un encuentro necesario. Revista Digital Universitaria, 24(6).
Tassinari, M. G., & Ciekanski, M. (2013). Accessing the self in self-access learning: Emotions and feelings in language advising. Studies in Self-Access Learning Journal, 4(4), 262-280.
Tassinari, M. G. (2012). Evaluating learner autonomy: A dynamic model with descriptors. Studies in Self-Access Learning Journal, 3(1), 24-40
Abstract section 3: Content/method
Attendees will follow a dynamic based on Stationenlernen procedure: starting at "Station 0" to receive essential information. Each station contains cards or challenges about Mindfulness and emotional regulation. It's a 10-minute visit: 1. Emotional myths and language learning; 2. Physical identification of emotions; 3. Mapping emotions to specific learning scenarios . 4 Positive self-talk to overcome past learning setbacks. The session concludes with a collective evaluation and reflection.
Abstract section 1: Relevance
Contemporary education is highly demanding, exposing both teachers and students to significant stress and burnout (Benevene et al., 2020). Research indicates that emotions profoundly influence cognitive functions like attention, reasoning, and memory (Mañas Mañas et al., 2014). Tassinari’s dynamic model of autonomy emphasizes that successful self-directed learning requires integrating affective and social components alongside metacognitive ones (Tassinari, 2012). Mindfulness-based interventions have proven effective in reducing psychological distress and boosting resilience during high-pressure periods (Luong et al., 2019). This presentation bridges pedagogy and mental health, offering a systematic approach to emotional self-regulation within educational facilities (Martínez Cuevas, 2019; Martínez-Cuevas, 2023).
Abstract section 2: Contribution/research questions
This presentation offers language teachers a scaffolded framework for integrating mindfulness, learner autonomy, and emotional resilience within a gamified "Learning Stations" circuit. Grounded in the dynamic model of autonomy, these experiences synthesize affective, cognitive, and social components to promote holistic development. Participants will explore how to implement these strategies with their students in diverse educational spaces. Ultimately, the session empowers teachers to improve the overall classroom climate and well-being for the school community.
Abstract section 4: Outcomes/results
Participants will engage in a gamified circuit employing the Learning Stations methodology to address the affective dimension of learning and promote learner autonomy. The session will provide techniques for helping students identify physical sensations associated with emotions and challenge beliefs related to emotional vulnerability. Attendees will also experience kinesthetic brain breaks and explore tools designed to facilitate emotional expression. Hopefully, participants will be equipped with strategies to transform language classrooms into autonomous environments, enabling students to develop personalised self-talk and self-management skills and fostering a resilient classroom climate through self-directed discovery.
| Title | The Playful Path: Managing Emotions in Language Learning |
|---|---|
| Teaching Context | College and university education |