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Emotions play a fundamental role in learning because they directly affect processes that can favor or hinder it. In this context, we describe a classroom experience based on principles of Neuropedagogy, applied through the project "My body, my temple", with the purpose of promoting emotional recognition and regulation in students of a high school in Italy who take Spanish as a foreign language. For this purpose, the case study was defined as the methodology, with a sample of 15 adolescent participants, who explored their emotions through experiential activities. To evaluate the impact of the intervention, a 16-question questionnaire was administered. The results indicate that integrating the emotional dimension into the teaching-learning dynamic is essential to motivate students to develop their emotional intelligence and improve their language skills.