The bilingual teacher: Profile and methodology

Mercedes Querol-Julián, PhD

Unit 3
Unit 3. Teaching with emotional intelligence in CLIL
► Emotional intelligence, teacher and learners
► Planning the emotional environment
► Exchanges with learners in the classroom

o Explain the two frameworks of EI

o Evaluate the importance of teaching with EI in
the CLIL classroom
o Analyse the relevance of some features that
we should take into account when teaching
and planning with the EI

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Unit 3. Teaching with emotional intelligence in CLIL
Emotional intelligence, teacher and learners

Mayer & Goleman’s

Salovey’s four- framework for
Branch Model of emotional
Emotional competences
Intelligence

Two frameworks

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Unit 3. Teaching with emotional intelligence in CLIL
Emotional intelligence, teacher and learners

Think of a “good” teacher whom you have

encountered in any context when you were a
learner

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Unit 3. Teaching with emotional intelligence in CLIL
Emotional intelligence, teacher and learners

Think of a “not so good” teacher whom you

have encountered in any context when you
were a learner

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Unit 3. Teaching with emotional intelligence in CLIL
Emotional intelligence, teacher and learners

Subject
expertise

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Unit 3. Teaching with emotional intelligence in CLIL
Emotional intelligence, teacher and learners

Leaning & teaching

methods

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Unit 3. Teaching with emotional intelligence in CLIL
Emotional intelligence, teacher and learners

Emotional
intelligence

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Unit 3. Teaching with emotional intelligence in CLIL
Emotional intelligence, teacher and learners

Emotions are bound to

learning
personal styles

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Unit 3. Teaching with emotional intelligence in CLIL
Planning the emotional environment

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Unit 3. Teaching with emotional intelligence in CLIL
Exchanges with learners in the classroom

acknowledge students’ existence

active listening

non-linguistic resources

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 Act.: The emotional dimension of
the CLIL sessions

reflect on
the
importance
of teaching
with
emotional
intelligence
in the CLIL
class

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 five key areas to consider
when planning your
lessons that help to create
a positive emotional
environment for a new
group during the first day of
class

➢ Complete how you do it with one

example and justify the benefits of
doing it
➢ Briefly introduce the target CLIL
group

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