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La lengua materna (LMA) y la traducción han sido dos recursos minusvalorados en las aulas de lenguas extranjeras (LE) desde el auge de los métodos monolingües. Sin embargo, ya en el siglo XXI, el Consejo de Europa promueve la adopción de enfoques plurales para la enseñanza de lenguas (véase Candelier et al., 2013), en los que el docente podría trabajar con todo el repertorio lingüístico que encuentra dentro del aula, incluyendo la LMA. Por ello, nuestro objetivo en este artículo es revisar y revaluar las críticas que afirmaban que la LMA y la traducción ralentizan el aprendizaje de la nueva lengua con el objetivo de alejarnos de esta postura y defender la importancia de estos dos recursos en las aulas actuales, en las que se recomienda adoptar enfoques plurales para la enseñanza de una LE. Mother tongue (MT) and translation have been two undervalued resources in foreign language (FL) classrooms since the rise of monolingual methods. However, already in the 21st century, the Council of Europe promotes the adoption of plural approaches to language teaching (see Candelier et al., 2013), in which the teacher may work with the entire linguistic repertoire found within the classroom, including the MT. Therefore, our aim in this article is to review and reassess the criticisms that claim that MT and translation slow down the learning of the new language with the aim of moving away from this position and defending the importance of these two resources in today’s classrooms, in which adopting pluralistic approaches for teaching a FL is recommended.

The present manuscript is a theoretical revision of the major theories about intergroup relations and emotions, developed over the last decades in the field of social psychology. Following a general chronological order, we first revise the first individualistic approaches to the field of intergroup relations and social conflict. Afterwards, we revise the realistic group conflict theory and relative deprivation theory. Next, we discuss the social identity and the self-categorization theories and highlight some of the most studied dimensions of intergroup relations within this framework. To conclude, we present some of the most influential appraisal theories of emotions and the theory of intergroup emotions. We claim for an integration of several different approaches when studying intergroup relations and, more specifically, the role of different emotions in explaining instances of intergroup conflict.