Emotion Regulation In, For, and Beyond Language Learning

A Practitioners’ Perspective on Learner Engagement with a CLIL Course in Japan

Abstract

This article explores how emotion regulation was addressed in a Content and Language Integrated Learning (CLIL) course in Japan and examines how learners developed an understanding of emotion regulation in, for, and beyond language learning. The course focused on the exploration of emotions in language learning, with four sessions dedicated specifically to emotion regulation, in line with recent calls to incorporate affective dimensions into language education. Drawing on students’ reflections documented in reflective diaries and portfolios, the study highlights how participants cultivated emotional awareness and engaged with experience-based strategies to regulate their emotions effectively. By foregrounding emotion knowledge as a foundation for effective regulation, this study addresses a critical gap in research on learners’ emotion regulation strategies from a classroom-based perspective. The findings underscore the pedagogical potential of integrating emotional literacy into CLIL contexts to support learners’ (meta-)affective strategies, offering practical implications for language educators aiming to foster emotionally resilient, self-regulated learners across diverse language learning environments.