Dimensiones afectivas, socioemocionales y cognitivas en el aprendizaje de la lengua española is the title of the monographic volume of Estudios de Lingüística del Español (Vol. 50, No. 2, 2025), edited by Teresa Fernández-Ulloa (California State University, Bakersfield) and Miguel Soler Gallo (University of Salamanca). This monograph offers a comprehensive view of Spanish language acquisition, conceived as a complex process involving cognitive, affective and socio-emotional aspects that are decisive both for language proficiency and for the well-being and overall development of students.
Based on theoretical contributions on motivation, attitudes, social interaction and self-efficacy, the nine papers that make up the volume analyse how the creation of positive and supportive learning environments significantly influences language acquisition. Research, classroom experiences and reflections are presented that highlight the role of literature, creativity, theatre, interculturality, inclusion and diversity as pedagogical tools capable of linking the linguistic with the emotional and identity.
The contributions explore practices such as the selection of literary texts, reading clubs, contemporary poetry, micro-theatre and attention to affective-sexual and gender diversity, showing how these strategies foster motivation, participation, empathy and the comprehensive development of students. Taken together, the volume invites us to rethink the teaching of Spanish from a holistic and transformative approach, in which learning a language also involves building bonds, developing identity and inhabiting the language through emotion and community.