The author considers the possibility of using the digital environment in conjunction with the teacher’s didactic speech to develop the emotional and cognitive aspects of the language personality of younger students in an inclusive education. At the same time, the formation of an atmosphere of emotional emancipation and cognitive tension in the team of younger students is impossible without the leading role of the teacher and his didactic speech. An important means of carrying out such activities is the digital environment. The ability of the teacher to adequately assess the emotional state of others, to anticipate possible reactions to one or another form of verbal and non-verbal behavior, to instantly determine and accept the strategic line of their response is important for students in foreign language lessons in conditions of inclusive education.