Mindfulness meditation as a pedagogical strategy for learning foreign languages.

Abstract

In this article, we identify and examine some of the psycho-emotional problems that arise in foreign language learning. Likewise, we study the effect of meditation in general and, more precisely, the contributions of mindfulness in the attention to stress, anxiety and communicative apprehension problems in learning environments. Based on the contributions and perspectives found, we designed a pedagogical proposal that aims to contribute to emotional development and timely attention to the aforementioned problems through practical activities of meditation and concentration. These materials are based on the work of the three aspects sila, samadhi and pañña with the aim of achieving emotional balance in language classes, but also to propose exercises that contribute to the linguistic competences of the target language and provide effective methods to cope with stress in educational contexts.