Nurturing the Wellbeing of Second Language Learners: Insights From a High School English Language Club

Abstract

Learning English in South Africa presents significant challenges for second language learners, especially given their diverse linguistic backgrounds. With learners speaking a variety of African languages and often having limited exposure to English outside of school, the pressure to master a second language can be overwhelming. These challenges are often intensified by anxiety, which can negatively impact learners’ wellbeing, reducing classroom participation and hindering academic performance. The primary focus of the larger participatory action research study, on which this chapter is based, was to implement engaging, unconventional activities within a co-curricular English Language Club (ELC) to enhance language learning. However, it became evident that these activities also contributed to the learners’ overall wellbeing. Set within a South African public high school, the ELC aimed to support Grade 8 and 9 learners in their English language development through creative and interactive activities, some of which took place in outdoor settings. Drawing on Freire’s critical pedagogy and Krashen’s Affective Filter Hypothesis, this chapter explores how these activities not only facilitated language learning but also contributed to learners’ academic, social and psychological wellbeing. While wellbeing was not the initial focus, it emerged as a valuable outcome of the ELC’s approach. This chapter discusses how creating a supportive, low-anxiety environment helped learners enhance language proficiency while developing confidence and fostering a sense of community. This chapter concludes with recommendations for integrating such activities into broader language teaching practices to support both academic success and holistic learner wellbeing.