The recognition of social-emotional factors that can act either as barriers or bridges to bilingual learning

Abstract

This research has been useful to analyze the social-emotional factors that can act either as barriers or bridges within bilingual learning environments and in this specific case, in a rural public school in Rosas, Cauca, Colombia. The idea of making this study emerges from the recognition that learning English as a foreign language is not only a cognitive process but also a social and emotional experience shaped by factors such as anxiety, motivation, self-confidence, empathy, peer interaction, and emotional support. In rural educational contexts, where limited resources, reduced exposure to English, and large teaching responsibilities are common, these factors become especially relevant in students’ learning experiences. This study was developed through a qualitative methodological approach and implemented through a case study design. The participants were students from Madre Caridad Brader High School. Data collection was carried out through classroom observations and semi-structured interviews, which allowed the researchers to explore students’ perceptions, emotions, classroom interactions, and the role of the mother tongue during English learning processes. The information gathered was analyzed through thematic analysis, leading to the identification of three codes: comprehension, emotions, and forms of work, which at the end developed the three emerging central themes: the students’ ability to interpret, process, and make sense of the English language within the classroom, Emotions and how they influence the learning process of ninth-grade students, and Collaborative Work and Student Interaction in the English Classroom. The findings reveal that comprehension difficulties, fear of making mistakes, anxiety, and peer reactions may function as barriers that limit students’ participation and confidence in the English classroom. At the same time, collaborative work, teacher support, positive emotions, and the strategic use of Spanish as the mother tongue can become bridges that facilitate understanding, reduce emotional tension, and promote participation. The results also demonstrate that emotions are deeply connected to students’ willingness to communicate and engage in bilingual activities. This study highlights the importance of integrating socio-emotional learning into bilingual education, especially in rural contexts where students require emotionally supportive and inclusive learning environments. The research concludes that effective bilingual education should not focus exclusively on linguistic competence, but also on the creation of safe, empathetic, and human-centered classrooms where students may feel respected, confident, and motivated to learn.