Language learning is inherently social and emotional, yet the affective experiences of English learners (ELs) are often overlooked in schools and educational discourse. This is particularly concerning for the millions of ELs entering our schools annually. Soyoung Lee highlights the importance of foreign language anxiety (FLA), a key emotional response in language learning, by reviewing foundational literature in the field and offering practical strategies for classroom implementation. She urges educators to acknowledge and address the personal emotions of English learners in schools.
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