Beliefs and emotions in foreign language learning

From the argument that in languaging worlds are created (Aragão, 2005, Kalaja, 1995, Kalaja, 2003 and Maturana and Varela, 2001; Nuñez, 1997), this article aims at reflecting about the relationship between emotions and beliefs in foreign language learning. It is argued that beliefs and emotions in language learning/teaching are inter-related and can be observed in the way students conceive their classroom environment as they disclose feelings and core beliefs about themselves as students of English as a Foreign Language. Framed by the concepts of languaging, emotions and beliefs in a contextual and discursive approach, results of a qualitative study are presented in which data comes from narrative research documents and visual representations of students shedding light on the historical and situated interplay of beliefs and emotions.

► Beliefs and emotions in language learning are inter-related. ► Students conceive their classroom environment according to core beliefs and emotions. ► Results of a qualitative study with visual representations of emotions and beliefs. ► Study sheds light to the historical and situated interplay of beliefs and emotions.