Research has found that emotion is experienced differently in a second language and language learners often lack the language they need to express emotions adequately. Furthermore, younger learners and adolescents are at a stage of development where managing their emotions may be difficult. Therefore, focusing on emotions within the language classroom can be hugely beneficial for learners, opening up discussions on mental health but also contributing to language competency. In regard to the priorities of Erasmus, the expression and management of emotion can enable smoother inter-cultural communication and encourage discussions on inclusivity and diversity.

This course raises awareness of working with emotions in the language classroom and using a Project Based Learning approach, provides fresh ideas and activities which can be taken back to teachers’ respective classrooms. Teachers will have the opportunity to share and discuss ideas, take part in their own projects and play some fun games. By the end of the course, teachers will have explored some ways in which emotions can be integrated within fun and engaging projects.

By the end of the course, participants will be able to:

• Recognise the role emotion plays within language learning and understand the relevance of exploring emotion within the classroom.

• Have a strong understanding of Project Based Learning and its benefits as a methodology for teaching.

• Create and plan classes which explore the topic of emotion, by utilising a Project Based Learning approach.

• Critically examine teaching materials and adapt them to fit their needs.

• Utilise technology to teach emotional expression (where beneficial).

• Work alongside other teachers to plan future projects which align with Erasmus priorities.

• Reflect on current teaching practices, discuss and share thoughts, and develop ideas for the integration of working with emotions in the classroom.

Day 1: Welcome and introduction to working with emotions & Project Based Learning

• Ice breakers and introductions.

• Why should we explore emotion in the classroom?

• What is Project Based Learning?

Day 2: Implementing Project based Learning for the teaching of emotional expression

• Demonstration of Project Based Learning

• Discussions and brainstorming

• Sharing ideas and lesson plans

Day 3: The impact of mood on language

• How does mood effect what we say? – Discussions and examples.

• Developing language for emotional expression in the classroom.

• Utilising games to explore emotional lexis.

Day 4: Being assertive – Developing learners’ abilities to work through strong emotions

• What is assertiveness and why do language learners need it?

• How does assertiveness relate to emotion?

• Exploring the teaching of assertiveness via Project Based Learning.

• Discussions on its inclusion within the classroom and brainstorming ideas.

Day 5: Evaluating emotional expression, sharing lesson plans and closure.

• How can we evaluate the development of emotional expression?

• Sharing lesson ideas and plans.

• Certificate ceremony and farewells.

Day 6: Cultural excursion and farewell

• Cultural visit.

• Networking and closure.

Here are the important specifics regarding attendance, scheduling, activities, and what you will need.