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This article is directed to English language teachers and / or students of teaching  English as a Foreign/Second  Language (EFL) (ESL) mainly, but readers from other disciplines are welcome aboard.  Its purpose is to present an overview of cognitive science in relation to language teaching and learning.  Areas like cognitive psychology, cognitive teaching and learning, and second language acquisition are explored  as part of the panorama that is portrayed.  The objectives are to briefly  delineate some visible historic points and remarkable features of cognitive science, and to relate these characteristics  to today`s language teaching and learning trends. The author´s proposal involves taking into account two areas  in ESL/EFL simultaneously: the cognitive and the affective, since the latter seems to be overlooked nowadays and more emphasis is being given to cognitive elements like learning strategies.  In the conclusion, the author insists on giving the development of eventual school or high school programs on self- esteem the same status as the designing of future learning strategies programs or the teaching /  training of learning strategies in relation to subjects like English. Este articulo esta dirigido a profesores de ingles y estudiantes de ensenanza del ingles como lengua extranjera o como segundo idioma (EFL) (ESL) principalmente, pero lectores de otras disciplinas son bienvenidos. El proposito del articulo es presentar una panoramica general de la ciencia cognoscitiva en relacion con la ensenanza y aprendizaje de un idioma. Areas como la psicologia cognitiva, la ensenanza y el aprendizaje cognitivos, y la adquisicion de un segundo idioma se incluyen como parte de lo que se quiere dar a conocer. Los objetivos son el delinear someramente algunos puntos visibles e importantes de la ciencia cognitiva y relacionarlos con las caracteristicas de las tendencias en cuanto a ensenanza y aprendizaje de un idioma hoy en dia. El autor propone tomar en cuenta dos areas de ESL/EFL simultaneamente: la cognitiva y la afectiva, ya que esta ultima pareciera haberse dejado de lado ultimamente, dandosele mas enfasis a elementos cognitivos como las estrategias de aprendizaje. En la conclusion, el autor insiste en dar el mismo status al desarrollo eventual de ambos programas: a los del desarrollo de la autoestima y los de estrategias de aprendizaje que eventualmente se puedan estar disenando tanto en escuelas como en colegios.

All the way up?, all the way down?: From cognitive science to cognitive curriculum; What about the affective component?