Volume 2023-2(10), 167 pages

* Intro
* Contents
* Authors
* Reviewers


Recognising interdisciplinary implications of the affective filter 

Linguistic education, like practically any other form of education, is strongly determined by affect. Although the entire “story” is far more complex, we might summarise it by saying that if students and teachers find themselves in emotionally convenient circumstances, linguistic progress is easily noticeable, whereas in situations when either of them are experiencing negative feelings or emotions, linguistic efforts are likely to prove simply futile. As implied by the well-known concept of the affective filter, negative emotions – be it fear, anxiety, discomfort and such – act an invisible wall blocking cognition and disable linguistic education. Hence, the teachers’ and – predominantly – the students’ affect either aids or hinders education and it does so in a less or more concealed fashion. On the level of terminology, too, the presence and salience of affect is either explicit or implicit. The former is the case with the said notion of affective filter and others such as speech anxiety, emotional intelligence, willingness to communicate, everyday stressors, etc. The latter is even more extensive, although it tends to be overlooked or disregarded, which can be exemplified by such linguistic concepts as, for example, (a) fossilization, which is mostly defined in cognitive terms and relates to that part of language users’ competence which has become fixed and may fall subject to stagnation – but which results from our natural need of comfort and of social recognition; or even such a traditional term as (b) language performance, which is contrasted against language competence and also viewed through a predominantly cognitive prism – but which, too, is subject to our emotional stance and individual invariably-unstable and internally influential feelings.

Having entered Cycle 2 of ERLA’s trajectory this year, we continue our studies on the affective dimension, focusing – by definition – on the individual student and her/his experiencing of educational reality (in accordance with our Scope Minor), as any form of education remains primarily a personal experience. In Cycle 2 (scheduled for four subsequent years so as to cover four complementary domains) we prioritise the affective domain owing to how it underlies humans’ learning processes and either opens or closes gates to successful education (meaning, too, that our beliefs, actions, and thinking rest upon it). Following this logic, it pays to consider how ERLA’s fundamental premises (see the graphic below) can be read with the affect as the key educational driver: the way we feel about language shapes our entire identity and understanding of the world (we can simply feel like becoming acquainted with particular subject matter or not). Hence, all education rests on our affective stance, which imposes on teachers the need to skilfully manage their students’ linguistic affect (and prompt them to willingly listen, read, write, and speak), which causes the linguistic affect to merit a special position in education at all levels and in all disciplines.

Our joint discussion of these issues took place at the 6th International Pedagogical and Linguistic ERL Conference subtitled ‘On Emotions in Language Learning and Use’, hosted by the University of Ulm (Germany) on 13-14 June this year – which bore fruit also in the form of a number of papers also included hereunder. Organised around 4 modules – connections, systems, domains, and disciplines, the conference addressed the link between emotions and language on the general level (pertaining to questions such as how emotions relate to language skills, what factors determine our emotional approach to language and its learning, etc.) as well as on more detailed strata (relating to specific theories and methodologies applicable for the link in question, how different educational systems across the globe take emotions into account, etc.). As the conference venue had been chosen owing the main discipline of study of the host (Department of Applied Emotion and Motivation Psychology), the key conference talks additionally concentrated on such affect-related themes as achievement emotions, bilingualism (as a lens to human brains), the role emotional content and psychological context (through the perspective of neuroscience studies), or holistic approaches to the studies of emotions and identity in language learning and use.

This volume of ERL Journal gathers texts (twelve papers, one review, and one report) falling into two sections: on the emotional dimension of linguistic education and on the emotional dimension of language per se – as the consideration of either of them should not be conducted without taking the other into account (otherwise we would end up having no idea what particular affective facets need to be attributed to). The papers present a high degree of diversity in terms of their educational settings, goals, theoretical foundations and methodologies applied. They substantially differ in what aspect they examine, be it the emotional dimension of propaganda in songs, the affective benefits of the impact exerted by literature, brain-based learning strategies, or the emotional intelligence of translators and interpreters. What they all have in common, though, is the far-reaching appreciation of affect and how it determines what is happening inside or outside the classroom. The total interdisciplinary picture to be drawn from all the texts included in the volume is quite straightforward: the greater the extent to which affect is implemented into all forms of language-oriented efforts, the more beneficial effects (among students, teachers, and all other language users) can be anticipated. This role of affect is practically impossible to overestimate and needs to be fostered across disciplines, in which the affective filter – typically and wrongly assigned to linguistic education only – matters a lot.

Educational Role of Language – 4 Fundamental Premises



1. Krastanka Bozhinova – Investigating the role of affects in additional language learning in the context of mobility through a multimodal autobiographical approach 

FULL Article (PDF)

2. Jana Trníková – Brain-based learning strategies respecting pupil´s emotions in language learning

FULL Article (PDF)

3. Katarína Devečková- Unveiling the multifaceted impact of literature in the EFL classroom: a comparative study on cognitive and affective benefits

FULL Article (PDF)

4. Ahmed Mehdaoui – Intra-cultural competence assessment: unveiling its influence on EFL students’ affect and on their  intercultural competence development 

FULL Article (PDF)

5. Adrienn Fekete – Holistic approaches to the study of emotions and identity in language learning and use: Complex dynamic systems theory, language ecology, and post-structuralism

FULL Article (PDF)

6. Sona Grofcikova – The role of everyday stressors on primary students´ language learning

FULL Article (PDF)

7. Georgi Dimitrov – Linguistic effect of focus projection in the ESP classroom: some pedagogical implications

FULL Article (PDF)


8. Małgorzata Pilecka – The emotional dimension of language propaganda in Polish children’s songs

FULL Article (PDF)

9. Nejla Kalajdžisalihović – Fear, isolation, anxiety: complex and universal emotions in The Dictionary of Obscure Sorrows

FULL Article (PDF)

10. Abha Gupta – Literacy assessment – a case study in diagnosing and building a struggling reader’s profile

FULL Article (PDF)

11. Helena Liwo – Prosody expression in prelingually- and postlingually- implanted deaf adults

FULL Article (PDF)

12. Solzica Popovska, Milena Sazdovska Pigulovska – Emotional intelligence for translation and interpreting students

FULL Article (PDF)

13. Małgorzata Karczewska, Ewa Tichoniuk-Wawrowicz – Body: between sacrum and profanum  – a report

FULL Article (PDF)

14. Renata Emilsson Peskova, Gisi Cannizzaro – Review of FOHLC Europe 2023 conference: “Harvesting support for heritage language education: How to seek and maximize resources” 

FULL Article (PDF)


List of Volume 2023-2(10) Authors

List of Volume 2023-2(10) Reviewers 

ERL Journal – Scope Major 

ERL Journal – Scope Minor 



Krastanka Bozhinova BULGARIA, American University in Bulgaria, Department of Modern Languages and Arts. She holds a PhD in Language Sciences from the University of Nantes (France) and is an Associate Professor of French Language, Literature, and Culture. Her research focuses on multilingual education, the integration of digital tools in language teaching and learning, writing in French as an additional language, French for European and international relations, and applied phraseology and terminology.

Gisi Cannizzaro NETHERLANDS, Heritage Language Education (HLE) Network. Gisi is the Managing Director and founder of HLE Network, a charitable non-profit organization that connects and supports heritage language educators. She has an academic background in experimental and theoretical psycholinguistics and child language acquisition (PhD from the University of Groningen, 2012) and a professional background as educational advisor to families with children who are internationally mobile during (pre-)primary and secondary school. Gisi’s current activities include developing professional development and networking opportunities for heritage language educators, public outreach, and advocacy work.

Katarína Devečková SLOVAKIA, Constantine the Philosopher University in Nitra, Faculty of Education. Katarina is a second-year Ph.D. student in the Department of English Language and Culture, with a primary focus on exploring the effective integration of literature into extensive reading programs within EFL classes. Concurrently, she contributes to the academic environment by working at the University Library in Bratislava, where her responsibilities involve conducting research related to periodicals. This dual commitment allows her to synergize theoretical insights from her academic pursuits with practical experiences gained in the dynamic setting of the University Library. Through her academic journey, she aims to bridge the gap between research and application in the realm of literature education.

Georgi Dimitrov Bulgaria, University of National and World Economy, Faculty of International Economics and Politics. Georgi is a Senior Lecturer at the Department of Foreign Languages and Applied Linguistics. He has a PhD in phonetics and phonology. His key interests are phonetics and historical linguistics.

Renata Emilsson Peskova ICELAND, University of Iceland, School of Education. She is an Assistant Professor at the Faculty of Education and Pedagogy. Renata works in the field of educational linguistics and her research interests include plurilingualism and multilingualism, linguistically responsive and plurilingual pedagogies, language policies, heritage language education, and linguistic identities. Renata´s current research project Plurilingual Pedagogies for Diverse Classrooms explores how students and teachers can build on their linguistic repertoires to enhance their learning and teaching.

Adrienn Fekete HUNGARY, University of Pécs, Faculty of Humanities and Social Sciences, Institute of English Studies. Dr. Fekete is an assistant professor at the University of Pécs and holds a PhD degree in English Applied Linguistics and Teaching TESOL/TEFL. Her research interests include linguistic and cultural identity construction in SLA, the language learner’s individual differences, and the study of complex dynamic systems theory in SLA and education. Her courses focus on teaching methodology, intercultural communication, individual differences in SLA, research methodology, educational drama, and translation studies.

Sona Grofcikova SLOVAKIA, Constantine the Philosopher University in Nitra, Faculty of Education, Department of Education. Sona is an Assistant Professor whose interests are pedagogy, general didactics, theory of instruction, theory of education, preschool and elementary education. She is Involved in projects: Playing-2-gether: Teacher sensitivity as a basis for inclusion in preschool (Erasmus+ KA2 project); Development of a Diagnostic Tool to Assess the Level of Phonemic Awareness of Children in Preschool Age (National project); Individual Conception and Strategy of Education Within the Context of Teacher's Professional Development (National project).

Abha Gupta USA, Old Dominion University, Professor. Abha Gupta is a Language and Literacy Education Professor at the Department of Teaching and Learning, Old Dominion University, USA. She works at the graduate program for reading education. Her research focuses on promoting literacy, particularly in culturally diverse settings. Her work has been published in top journals and she has co-edited two books on educational issues. She was a visiting scholar at Stanford University. She has received over $1M in grants for research and service, and presented at national and international conferences.

Nejla Kalajdžisalihović BOSNIA AND HERZEGOVINA, University of Sarajevo, Faculty of Philosophy. Nejla is an Associate Professor at the University of Sarajevo, Faculty of Philosophy, Department of English Language and Literature (Sarajevo, Bosnia and Herzegovina). She has published (as an author or a co-author) more than 20 papers in different local and international journals and 2 books (Primjena lingvističkih znanja u atribuciji i usporedbi autorstva: prilog teoriji i praksi (2021) and English in Aviation – A Content and Language Integrated Approach with Aneta Naumoska (2022)). She has also translated Bosnian Cuisine (2016) and dozens of other articles and domain-specific chapters, among which it is important to mention the chapter about Sarajevo in Slavic Capitals in 2D: History of Slavic Capitals Through the Archival Materials, Ljubljana, Forum of Slavic Cultures published in 2013. So far, she has attended 17 conferences in Bosnia-Herzegovina and abroad. Until 2023, she has participated in three Erasmus + mobilities (Matej Bel University in Banska Bystrica, University of Warsaw in Warsaw, University of Macedonia in Thessaloniki). In 2022, she visited the University of Southampton (UK) and the Hartley Library. She has given her contributions as a reviewer to the following journals: Radovi Filozofskog fakulteta, University of Sarajevo, Pregled, University of Sarajevo, Croatica et Slavica Iadertina, University of Zadar, DHS- Društvene i humanističke studije, University of Tuzla, Epiphany – Journal of Transdisciplinary Studies, International University of Sarajevo. She participated in projects co-ordinated by ECML (Graz, Austria), TPO Foundation and UNICEF. She is also a member of The Society for the Advancement of Applied Linguistics in Bosnia and Herzegovina (SAALinBiH) and the Society for the Study of English in Bosnia and Herzegovina. From 2015, she has been a member of the International Conference on English Language, Literature, Teaching and Translation Studies (CELLTTS) Organizing Committee.

Małgorzata Karczewska POLAND, University of Zielona Góra, Faculty of Humanities. She is an Assistant Professor in the Department of Modern Languages. She got her PhD in Linguistics (2013) from Adam Mickiewicz University in Poznań. Her key interests are language contacts, loanwords, humor, contrastive phraseology (Polish, English, Italian), teaching English as a global language. She is the author of over 30 publications including a book and more than twenty articles in Polish and foreign journals. She has been the co-organizer of Foreign Languages Days since 2015.

Helena Liwo POLAND, Ateneum Academy in Gdańsk, Faculty of Educational Studies. She has a PhD of social sciences in the field of pedagogy and works as an Assistant Professor at the Faculty of Educational Studies at Ateneum Academy in Gdańsk. Her research interests focus on issues of language communication and its disorders, as well as the situation of people with disabilities in the context of social discourse. She is a specialist in surdologopaedics and actively engages in speech disorder therapy at the PZG (Polish Deaf Association) Specialist Centre for Diagnosis and Therapy of Children and Teenagers with Hearing Loss in Gdańsk.

Ahmed Mehdaoui ALGERIA, Department of English, Ibn Khaldoun University of Tiaret. Ahmed Mehdaoui is a Senior Lecturer of literature at the English Department, Ibn Khaldoun University of Tiaret, Algeria. He works mainly within the framework of intercultural communication. During recent years, he has become interested in discourse studies. He is a member of some international journals. He is the author of a number of articles about language and culture, intercultural communication, literature teaching, English teaching and learning.

Małgorzata Pilecka POLAND, Ateneum Academy in Gdańsk, the Department of Educational Studies.  Małgorzata is an Assistant Professor working as an early education teacher and a teachers’ educator. She is an author of publications in the field of pedagogy, including a monograph entitled Teachers’ concepts of children’s group work in primary grades (published in 2020, Toruń: Adam Marszałek). Her research interests focus on constructivist teaching/learning methods, cultural offer for children, the role of communication in the educational process, as well as on selected issues from the area of andragogy.

Solzica Popovska NORTH MACEDONIA, Ss. Cyril and Methodious University – Skopje, North Macedonia, Faculty of Philology ‘‘Blaze Koneski“. She works at the Department of Translation and Interpreting as a Full Professor. She holds an M.A. degree in translation studies and a Ph.D. degree in Medieval Literature. Her key interests involve translation and interpreting, Anglophonic cultures, English for specific purposes, emotional intelligence in higher education and other humanistic approaches in EFL teaching. Her key projects involve Possibilities for Fostering Emotional Intelligence as a Generic Competence for Translation and Interpreting Students (2016-2018) in cooperation with Karl Franzens Universität – Graz, Austria, Modernization of Teaching Methods and Techniques for Terminology Courses at Interdisciplinary Translation and Interpreting Studies (2020-2021) supported by UKIM, Psychosocial support in the Language classroom (March–June 2021) supported by the Faculty of Philology ‘‘Blaze Koneski“ – Skopje.

Milena Sazdovska Pigulovska NORTH MACEDONIA, Ss. Cyril and Methodious University – Skopje, North Macedonia, Faculty of Philology ‘‘Blaze Koneski“. She works at the Department of Translation and Interpreting as Associate Professor. She holds a Ph.D. degree in Translatology. Her key interests involve translation and interpreting, contrastive linguistics, terminology, English for specific purposes, emotional intelligence for translators and interpreters, translation tools, and experiential learning. Her key projects involve Possibilities for Fostering Emotional Intelligence as a Generic Competence for Translation and Interpreting Students (2016-2018) in cooperation with Karl Franzens Universität – Graz, Austria, Modernization of Teaching Methods and Techniques for Terminology Courses at Interdisciplinary Translation and Interpreting Studies (2020-2021) supported by UKIM.

Ewa Tichoniuk-Wawrowicz POLAND, University of Zielona Góra, Faculty of Humanities. Ewa is an Assistant Professor in the Department of Modern Languages. She got her PhD in Literary Studies (2006) at the University of Silesia in Katowice. Her key interests are nonfiction literature (with particular emphasis on Primo Levi’s and Oriana Fallaci’ss work), emotions, correspondence of the arts, Italian pop/rock music history. She is the author of over 50 publications including a book (L’universo labirintico nella narrativa di Primo Levi, 2012) and more than 40 articles in Polish and foreign journals, and in multi-author volumes. She has been the co-organizer of Foreign Languages Days since 2015.

Jana Trníková SLOVAKIA, Constantine the Philosopher University in Nitra, Faculty of Education. Department of Education. Jana Trníková works as an Assistant Professor whose key interests are didactics, preschool and elementary education and innovations in education. She is involved in projects Neuropedagogy and Neurodidactics, as an innovative approach to teaching process, Improvement of Future Teachers´ and Employments´ Practice in Constantine the Philosopher University in Nitra, and the Development of Cognitive Competences of Children in Conditions of Nursery School through Physical Experiment.



Tatjana Angelova (Bulgaria, Sofia University “St. Kl. Ohridski”)

Ewa Bandura (Poland, Jagiellonian University in Kraków)

Vesna Bogdanović (Serbia, University of Novi Sad)

Luka Bonetti (Croatia, University of Zagreb)

Vesna Bulatović (Serbia, University of Novi Sad)

Gabriela Chmelíková (Slovakia, Slovak University of Technology in Bratislava)

Ivana Cimermanova (Slovakia, University of Presov)

Georgiana Dila (Romania, University of Craiova)

Nihada Delibegovic Dzanic (Bosnia and Herzegovina, University of Tuzla)

Sandra Didović Baranac (Croatia, University of Dubrovnik)

Anita Dremel (Croatia, University of Osijek)

Veronique Duché (Australia, The University of Melbourne)

Oumaima Elghazali (Morocco, Mohammed V University)

Yamina El Kirat (Morocco, Mohammed V University)

Antonia Estrella (Portugal, Polytechnic Institute of Lisbon)

Ivana Horváthová (Slovakia, Constantine the Philosopher University in Nitra)

Lulzime Kamberi (North Macedonia, University of Tetova)

Małgorzata Karczewska (Poland, University of Zielona Góra)

Intakhab Alam Khan (South Arabia, King Abdulaziz University)

Ana Mirosavljević (Croatia, University of Slavonski Brod)

Danica Pirsl (Serbia, University of Nis)

Marina Olujic Tomazin (Croatia, University of Zagreb)

Goran Schmitd (Croatia, University of Osijek)

Gertrud Tarp (Denmark, Aalborg University)

Silvana Tokic (Croatia, University of Split)

Ana Werkmann Horvat (Croatia, University of Osijek)