Emotional Diglossia in Multilingual Classroom Environments: A Proposal

Abstract

Are we aware of the multiple cognitive consequences of being immersed in multilingual learning contexts? In this opinion article, some recent findings from the field of cognitive neuroscience and education has been discussed briefly, and the astonishing manner in which speaking a foreign language changes the human decision-making system and how this may link to a different degree of emotional reactivity in foreign-language contexts as compared to native language scenarios has been elaborated. Finally, some insights have been provided about the recent innovative and inclusive educational methods based on mixing language at school and on the use of the native language as an educational tool in multilingual schools.