Department of Theoretical and Applied Linguistics, Faculty of History and Philology, Chelyabinsk State University, Russia
This article advances a humanistic reconceptualization of foreign/second language learning by proposing the integration of a practical psychology module—grounded in Social and Emotional Learning (SEL)—as culturally neutral content in foreign language instruction. Challenging the widespread assumption that foreign/second language teaching must transmit national culture, the author critiques traditional approaches for enabling “uninvited acculturation,” particularly in instrumental contexts such as general foreign language courses, CLIL, or LSP. Drawing on ecolinguistics, critical applied linguistics, and humanistic SLA, the proposed model replaces culturally branded materials with universal psychological themes—emotions, relationships, self-regulation—that invite learners to reflect within their own cultural frameworks. A two-week qualitative pilot with 12 B1-level Chinese students of Russian as a Foreign Language (RFL) explored the feasibility of embedding psychologically oriented texts, short films, and non-therapeutic group exercises into regular classroom instruction. Thematic analysis of observational notes, reflective journals, and post-activity debriefs suggested gains in communicative willingness, affective engagement, and lexical imprinting—all while affirming learners’ cultural sovereignty. Crucially, the approach required no extra class time, specialist training, or therapeutic expertise, and aligned with CEFR B1–B2 linguistic objectives. By positioning the target language as a medium for ethical dialogue rather than cultural accommodation, the model supports non-expansionist language education focused on international communication. The model supports non-expansionist language education focused on international communication and holistic development through culturally neutral, globally resonant themes—including emotions, relational dynamics, climate responsibility, AI ethics, urban sustainability, etc.—thereby upholding learners’ right to linguistic engagement without cultural or ideological imposition.
Keywords: CLIL, Practical Psychology, Socio-Emotional Learning, Ecolinguistics, Linguacultural Integrity, Humanistic SLA
The above abstract is a part of the article which was accepted at The 11th International Conference on Languages, Linguistics, Translation and Literature (WWW.TLLL.IR), 1-2 February 2026, Ahwaz.
