This chapter consists of three main parts: in the first part we report very briefly the results of empirical studies supporting an embodied view of language processing including emotional language. In the second part we report about recent approaches to language learning and teaching with the purpose to underline how these approaches have tried to include or be supported by empirical data coming from neuroscience. The focus is on the relation between language learning and teaching, and emotions. Finally, in the third part we forward some general implications for language teaching based on the embodied approach to language processing. In our view experience is a prerequisite for any language competence where experience is related to our capacity to interact with the world and with other people, thus involving relational and emotional competences. In this perspective also relational and emotional competences influence language acquisition processes.