This paper presents the first analyses of an ongoing experimental training programme designed for a group of international pre-service language teachers from France and Germany. The focus is on their emotional reflexivity concerning their practice as language teachers and their training, as areas for conscious, guided professional development and growth. Our understanding of emotional states is twofold. They are regarded as a complex neurological, psychological and sociocultural construct, which may hamper or facilitate an individual's engagement in a learning process. We also consider them as culture and discourse-based learning objectives. Our underlying hypothesis is that the reflexivity of pre-service language teachers may lead to an awareness of whatever emotional states felt during the act of teaching, which will likely result in improved conditions for the language learners’ learning process. Ultimately, our approach of the sociocultural framework where learning is expected to occur is developmental and psychological, thereby being both intra- and interpersonal