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Abstract: In today’s globalized world, not being able to communicate in a foreign language such as English can lead to social exclusion. Yet, people who suffer from Xenoglossophobia, a chronic, excessive and suprathreshold fear of foreign languages, often go unnoticed, so that people affected bear the consequences (e. g. career limitations) alone. Therefore, the aim of this contribution is to define Xenoglossophobia, distinguish it from subliminal fears and delineate possible didactic solutions. The latter is based on neuroscientific backgrounds and possible predictors and effects of Xenoglossophobia, which are previously outlined in a structural model. Although this model (Social-Cognitive-Emotional-Motivational Model of Xenoglossophobia) provides a basis for prevention, intervention and therapy approaches, this article will only examine those that can prevent the development of Xenoglossophobia in the foreign language classroom. They are rooted in positive didactics – the basis for healthy foreign language learning and ultimately for an interconnected world in which everyone can participate.
