Why the ‘whole learner’ matters
In English language teaching, we often focus on what is visible and measurable: grammar accuracy, lexical range and exam results. Yet, as many teachers know from experience, successful language learning is rarely just about linguistic competence.
When learners walk into our classrooms, they bring far more than their textbooks. They bring beliefs about themselves, previous learning experiences, emotions, levels of confidence and, sometimes, anxiety or fear. Language learning is not simply cognitive: it is social, emotional and deeply personal.
As educators, it is an opportunity to explore what it means to teach the whole learner . . .
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