Affective dimensions and the symbolic value of English in the education of health professionals

Abstract

This article presents the results of a qualitative study conducted among six cohorts of first-year medical students at a Mexican public university (2020–2024). Through a survey, the research explored affective barriers related to learning English as a foreign language, with the aim of proposing pedagogical strategies that promote safer and more inclusive learning environments. The study was grounded in a multidisciplinary theoretical framework that integrates concepts from applied linguistics, educational psychology, and the sociology of language. Thematic analysis revealed an ambivalent relationship with the language: while some students value English as an academic and professional tool, others expressed anxiety or frustration linked to negative past experiences. Additionally, English was recognized by some as a means of intercultural communication. The study concludes that addressing the affective dimension in medical education is essential to fostering meaningful learning that includes English language proficiency.