The aim of this presentation is to focus on the perception of the pedagogical value of artistic practices involving the body and implying emotions used as innovative devices when it comes to learning and teaching English as a foreign language. Research in neuroscience has come to back up the intuitions of many language teachers: art and artistic practices can be used in pedagogical contexts to help students learn a language better (Aden, 2002). The enaction paradigm (Varela, 1993; 1996) and the concept of emotional thought (Immordino-Yang, 2016) falling within the theories of embodied cognition (Lakoff and Johnson, 1999) make up our conceptual framework. For these scientists, bodies, minds, and emotions work together to facilitate access to cognition in contextualized situations. This process includes learning a language. However, it seems that, in France, many secondary school language teachers still don’t use artistic practices to help their students learn better for many reasons. Therefore, we have been interested in gathering their feelings and opinions about their possible use of drama and drawing in language classes to understand why artistic practices are so under-represented in secondary education. Our research has been carried out with 25 pre-service English teachers who first filled in a questionnaire about the introduction of innovative educational devices in classes. They then attended two artistic workshops based on drama and drawing. At last, they had to answer a series of questions, which we collected in a logbook. Our data is made up of these questionnaires as well as photos and videos of the workshops; our analysis is qualitative. It will be interesting to compare their answers before trying the artistic practices in educational contexts and after participating in them, as well as studying their attitudes during the workshops to see whether teacher trainers can give them all the keys to use artistic practices in their language classes someday.