Abstract
The objective of this study is to enquire how effectively the application of emotional intelligence is in the process of the acquisition of the oral skills in the foreign language at an early age, specifically in the first year of primary education. The findings obtained in this investigation proceed from a study in which we have analyzed and compared a bilingual educative programme that integrates the dimensions of emotional intelligence in its curriculum, AMCO, with other approaches in which this type of attention is not previously organized in their programs such as CLIL and the teaching of a foreign language. The results show that students who have been exposed to a methodology that integrates techniques for the application of emotional intelligence obtain better marks in the oral production of the L2 favouring its acquisition. Furthermore the study found evidence that these students were more motivated in the process of speaking and showed more self-esteem, and self-control in the classroom interactions.
Highlights
The findings obtained in this investigation proceed from a study in which we have analyzed and compared a bilingual educative programme that integrates the dimensions of emotional intelligence in its curriculum, AMCO, with other approaches in which this type of attention is not previously organized in their programs such as CLIL and the teaching of a foreign language
This study has looked into three different approaches of learning oral skills in the foreign language, two of them are programs of bilingual education and the other is the teaching of the second language in a traditional manner
In conclusion of the study conducted in the first course of primary education, we find that the results obtained with the AMCO bilingual programme, that integrates emotional intelligence in bilingual education, were higher than in the centres where the traditional and CLIL methodologies were taught
Summary
The general objective of this research is to investigate, through the comparative analysis of different educational proposals, the effectiveness of the methodological principles which favour the acquisition of communicative competence in the classroom, especially those related to emotional intelligence. The five dimensions of emotional intelligence with other contexts in which it is not produced in a pre- planned and organized way is integrated, namely the bilingual education model CLIL and the teaching of the L2 following a traditional methodology. We evaluate the importance of the integration of the emotional intelligence responding to the following research questions: 1. Does the bilingual education program that integrates emotional intelligence in the curriculum stimulate the development of oral language skills? Students who have been exposed to a bilingual educational program, in which strategies are applied to enhance emotional intelligence, are they more motivated and do they develop self-esteem and self-control when they state L2 oral messages?
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