| Summary: | The acquisition of a language, native or foreign, initiates a complex process that introduces cognitive and emotional elements in each person. Besides the typically cognitive characteristics, psycho-emotional components play an important role that end up being determinant for an individual’s future adaptation to school and to interpersonal relationships. In this paper, we will approach emotional disorders regarding the developmental ages (childhood and adolescence) not so much from a clinic or psychopathologic point of view, but in specific, in relation to linguistic education and the acquisition of a language within the humanistic perspective.
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