Emotions and senses are so intertwined that separating them from each other gives educators an incomplete picture of learning and teaching. Senses can act as gateways to learning that may coalesce with emotions to affect cognition. Given the significance of this interplay, emo-sensory education (ESE) is proposed to bring sensory emotions to the forefront of education. ESE is based on the assumption that teachers should be aware of sense-induced emotions in class, striving to monitor and manage them so effectively that learning can be facilitated. ESE is supposed to cover at least six aspects, including sensory types (sensory intelligence), sensory emotions (emo-sensory intelligence) sensory preferences (styles), sensory exposure (multisensory education), sensory involvement (emotioncy), and sensory environment (embodied cognition). This study attempts, in the first place, to discuss all these aspects in education, and then to present the potential implications and applications for ELT practitioners. It is concluded that identifying and nurturing emo-sensory abilities of the learners can change learning trajectories in mastering a second/foreign language.

Keywords