Bridging mindfulness and TEFL: unveiling implicit contemplative pedagogy in Slovak secondary education

Abstract

Contemplative pedagogy has gained increasing attention in Teaching English as a Foreign Language (TEFL) instruction, particularly in fostering cognitive engagement, emotional regulation, and student-centered learning. This study examines the implicit integration of contemplative activities in Slovak secondary education through a mixed-method approach, incorporating content analysis, 58 student questionnaires, and two teacher interviews. Findings indicate that while educators unknowingly incorporate dialogue, journaling, storytelling, and mindfulness exercises, these practices are not explicitly recognized within formal TEFL curricula. Students reported a strong interest in structured contemplative techniques, such as freewriting and music-based reflection, highlighting a misalignment between current instructional methods and learner preferences. Teacher interviews revealed varying levels of awareness regarding contemplative pedagogy, suggesting a need for professional development programs to formalize its implementation. Despite the promising role of contemplative pedagogy in reducing language anxiety, enhancing engagement, and promoting holistic learning, Slovak TEFL lacks systematic research and institutional support for its structured adoption. This study contributes to pedagogical discourse by identifying key research gaps and emphasizing the need for intentional curriculum design that integrates contemplative strategies to enhance language learning and student well-being.