This paper aims at articulating the epistemological framework of Biology of Cognition (MATURANA, 1998) and Narrative Inquiry (CLANDININ & CONNELLY, 2000) in order to propose a systemic approach for the teaching and learning of English as a Foreign Language and to overcome the theory-practice dichotomy that usually dominates the field. For this reason, I present a study of a narrative in the context of an English language classroom that will shed light on the historical nature of the operational interfaces between emotion and cognition. I claim that the research participant's emotions and life history determine her classroom actions. I argue that the construction of narratives foster the emergence of a reflective attitude that can bring forth transformations in emotions and actions in the classroom. Wtih this I have the objective to contribute to the expansion of our reflective horizons about the inter-relationship of language, cognition and emotion, which are fundamental to our understanding of the classroom.