This article analyzes an innovative didactic proposal for teaching Spanish as a foreign language (ELE), based on the use of the contemporary poetry of Elvira Sastre. By integrating affective, socio-emotional, and psychological-aptitudinal factors, it argues that poetry fosters motivation, emotional expression, and critical thinking. Through structured didactic sequences and formative assessment focused on the students' integral development, it is demonstrated that working with emotional literary texts enhances both linguistic competence and intercultural empathy and reflection. Sastre’s poetry is presented as an essential and transformative pedagogical resource in the process of learning Spanish as a foreign language.
