Affective dimension in english language learning: Study case at a language school

Abstract

In teaching practice, the affective dimension sometimes does not find space to express itself, leaving the relationship established between teacher and student limited to teaching and learning content connections. Therefore, this paper aims to investigate how the affective dimension is embodied in relationships established between teachers and students in English language classrooms in a private language school in Salvador, Bahia, through the following elements: educators’ speech, physical contact or the lack of it, facial and gestural expressions, listening, dialogue or verbal interaction, the process of management and monitoring of teaching activities. This research is a case study, class observations and interviews were carried out with five English teachers and two pedagogical coordinators at a language school in Salvador, Bahia. This study invites everyone interested in reflecting on teacher education from a less technical to a more affective perspective, since we believe that affectivity is a great differentiator in the teaching and learning process. We have found the affection that educators and coordinators express in the relationships between them and students is not the result of a structured and systematic academic education, but of an unsystematic education. Thus, we demonstrate the need to expand these discussions and learning within initial and continued education in the process of promoting an emancipatory and effective learning education.