Moving Forward with Social-Emotional Learning: Practical Strategies and Reflections for English Language Teachers

Framing the Issue of Social-Emotional Learning (SEL)

  • Historical Presence and Evolution of SEL in Education

    • SEL, in various forms, names, and approaches, has been a longstanding element in education.

    • John Dewey (1933): Advocated for education that is grounded in experience and reflective thinking.

    • Paulo Freire (2005): Emphasized critical pedagogy and the vital role of sociocultural contexts in learning.

    • The consistent philosophical thread in education has been the vision of cultivating well-rounded individuals, adept at critical thinking, emotional awareness, and social engagement.

  • SEL's Integration into English Language Teaching (ELT)

    • In recent times, SEL's influence has expanded significantly into ELT.

    • Its principles are recognized as intrinsic to effective language acquisition and overall student well-being.

    • Research indicates that the integration of SEL in ELT is not merely beneficial but essential for the holistic development of language learners (Pentón Herrera, 2023).

    • This current literature review underscores the burgeoning connection between SEL and ELT, demonstrating the crucial need for SEL in language education contexts.

  • Defining Social-Emotional Learning (SEL)

    • While SEL has multiple definitions globally, the authors align with Osher et al.'s (2016) conceptualization.

    • SEL is defined as "the process by which children and adults acquire and apply competencies to recognize and manage emotions, set and achieve positive goals, appreciate the perspectives of others, establish and maintain supportive relationships, make responsible decisions, and handle personal and interpersonal situations constructively" (p. 645).

  • The Salience of SEL Competencies in ELT

    • These aforementioned competencies are particularly significant in ELT because language teaching and learning are fundamentally interwoven with social interaction and cultural exchange (Dewaele et al., 2019; Pentón Herrera & Martínez-Alba, 2021, 2022).

    • Interplay of Language Learning and SEL: This becomes evident when considering:

      • Affective Factors: The critical role of emotions in second language speech (Yu, 2022).

      • Teacher-Student Relationships: Their profound impact on language development (Mercer & Dörnyei, 2020).

    • The communicative approach to language teaching, which prioritizes authentic interaction, naturally aligns with SEL principles, promoting not only linguistic skills but also the necessary social and emotional competencies for cross-cultural communication (Richards, 2006).

  • Theoretical Foundations Supporting SEL in ELT

    • Vygotsky’s Sociocultural Theory (1978): This theory underpins SEL in ELT by positing that social interaction is foundational for cognitive development. In language classrooms, interaction functions both as a medium for linguistic exchange and a channel for social and emotional engagement (Lantolf & Thorne, 2006).

    • Krashen’s Affective Filter Hypothesis (1982): This hypothesis suggests that emotional states can substantially influence language acquisition. A lower "affective filter" facilitates the intake of new linguistic information.

    • Conclusion on Affective Concerns: Emotions and affective considerations are not secondary; they are central to the processes of language teaching and learning, profoundly influencing how students and teachers perceive and interact with the language.

Making the Case for SEL Integration in ELT

  • Lowering the Affective Filter through SEL

    • Given the inherently social nature of language learning, where the affective filter can either aid or impede acquisition, SEL offers a structured framework for reducing this filter.

    • By arming learners with strategies for stress management, resilience building, and positive peer interaction, SEL significantly improves the learning environment.

    • This empowerment enables learners to take linguistic risks without the fear of detrimental emotional repercussions.

    • Crucial in Diverse Classrooms: This is especially vital in multicultural and multilingual classrooms, where students must navigate the complexities of a new language alongside varying cultural expectations and norms.

    • SEL, therefore, transcends being a mere supplement to language instruction; it becomes a vital component, cultivating an environment where learners can flourish both linguistically and emotionally (Pentón Herrera, 2020, 2023).

  • Evidenced Benefits for Language Learners

    • Contemporary research consistently demonstrates SEL's positive impact on language learners' academic performance and overall well-being.

    • Pentón Herrera and Martínez-Alba (2021): Assert that SEL practices in ELT classrooms lead to increased student motivation, more positive attitudes towards learning, and enhanced empathy among peers.

    • SEL is also associated with improved classroom behavior and superior academic achievement (Pentón Herrera & McNair, 2021; McNair & Pentón Herrera, 2022), factors critical to successful language learning.

    • Furthermore, SEL has been shown to be an effective tool for reducing undesirable emotions while boosting confidence and enjoyment in ELT settings (Mueller & Pentón Herrera, 2023).

  • Benefits for English Language Teachers

    • Just like students, English language teachers derive numerous benefits from SEL (Pentón Herrera & Martínez-Alba, 2021).

    • Scholars concur that teachers who possess SEL strategies and higher emotional intelligence are better equipped to foster inclusive classrooms that effectively address the emotional and cultural diversity of language learners (Pentón Herrera & Martínez-Alba, 2022; Burgin et al., 2023).

    • This is particularly pertinent in multicultural and multilingual educational settings, where students frequently navigate intricate social and emotional landscapes.

  • Current Utilization and Future Imperatives

    • Despite the increasing recognition of its importance for both students and teachers, SEL remains underutilized in many ELT programs and classrooms.

    • Even though SEL in ELT is an emerging field, existing literature decisively points to its critical role in establishing positive learning environments for all stakeholders (Kovats Sánchez et al., 2022).

    • SEL enriches the language learning and teaching experience, simultaneously preparing students and teachers to navigate the inherent emotional complexities of education and broader life.

    • Moving Forward: ELT practitioners and researchers are strongly encouraged to further investigate and systematically document the diverse applications of SEL.

    • Call for Empirical Research: There is a pressing need for more empirical studies that explore SEL's long-term effects on language proficiency and its potential to revolutionize language-teaching methodologies.

    • As SEL gains momentum in ELT, it is poised to redefine the scope of language education, presenting a powerful argument for its widespread adoption.

Pedagogical Implications: Practical Strategies for SEL in ELT Classrooms

  • General Implementation Guidance: Educators should begin by evaluating their students' ages and language proficiencies to select or adapt SEL strategies for seamless integration into lessons.

  • 1. Selecting Texts with Emotions

    • Strategy: Make deliberate choices about the texts (e.g., books) students read to help them identify, label, and articulate emotions.

    • Purpose: To provide students with the lexical and grammatical tools to communicate a wide range of feelings and needs they encounter in academic, professional, and personal life.

    • Implementation: Allocate sufficient lesson time for these concepts, avoiding rushed discussions. Integrate them into regular classroom discourse. Make books available in a classroom library, read them aloud, or facilitate paired reading activities.

    • Resources: For younger children, Scholastic (2023) offers "20 Children’s Books About Feelings Every Kid Should Read Before Turning 8." For a broader age range, Hinds (2023) provides "15 Visual Books to Help Students Grapple with Big Feelings."

  • 2. Using Positive Psychology

    • Strategy: Implement an exercise where students articulate three positive aspects for every negative one.

    • Purpose: This helps students perceive how positives in their lives can outweigh negatives, fostering a more optimistic outlook. It can also serve specific language objectives, introducing vocabulary related to positivity and negativity.

    • Implementation: For younger students, this might involve discussing favorite school activities (e.g., playtime, science experiments) contrasted with less favored ones (e.g., math assessments). For older students, the focus could be on positives related to their academic and potential career aspirations, having them research qualities for different professions, connect these to their own positive characteristics, and reflect on one area for continuous development.

    • Teacher Feedback: Educators can apply this principle to their feedback, providing three positive comments for every constructive one, thus helping students feel successful while acknowledging areas for growth (Carr, 2020). This maintains a positive-to-negative feedback ratio of $3:1$.

  • 3. Playing Games Related to Your Local Environment

    • Strategy: Incorporate engaging games that connect students with nature in their local environment.

    • Purpose: This helps both native and new students learn about their surroundings and observe natural elements such as plants, trees, and birds. It fosters engagement as some natural elements are globally common (e.g., bamboo in China, palm trees in Brazil, sparrows in the United States).

    • Implementation: As a class, identify local natural items, go outside to search for them, and then write reflections on how they felt during the nature walk.

    • Resource: Emotionally Healthy Kids (2023) offers "25 Best Outdoor Nature Games for Kids," which can be adapted for older students and are beneficial for building resilience.

  • 4. Making Sure You Know Every Student

    • Strategy: Maintain a simple chart (as depicted in Figure 1 in the original document) to track personal knowledge about each student.

    • Chart Parameters: Columns might include "NAME OF STUDENT," "KNOW THEIR NAME," "KNOW A PERSONAL STORY ABOUT THEM," and "KNOW THEIR ACADEMIC LEVEL."

    • Purpose: This systematic approach helps teachers consciously engage with all students, particularly those who are less vocal. It ensures that efforts are made to establish rapport with every individual.

    • Benefit: Building strong rapport helps students feel secure enough to ask questions about assignments and express other concerns they may have in school.

  • 5. Walking in My Shoes Activity

    • Strategy: Facilitate an activity where students create posters featuring drawings or photos about themselves (personal or online images).

    • Purpose: This engaging activity helps teachers learn about their students, contributes to students feeling welcomed and valued, and fosters peer understanding.

    • Implementation: Encourage students to start by sharing about their day before school or class. Display the posters prominently in the classroom to enable a "gallery walk" where students can learn from each other. The posters can remain on the walls to reinforce students' sense of belonging within the class.

    • Resource: Colorín Colorado (2016) provides an article, "How to Create a Welcoming Classroom Environment for ELLs," which includes excellent videos illustrating this approach.

    • Reflection Prompts for Educators: Consider how creating a welcoming environment contributes to classroom success, and what strategies you currently use or might implement to cultivate an inclusive classroom climate and culture.

  • 6. Creating Opportunities for Transformative SEL

    • Framework: Utilize the Collaborative for Academic, Social, and Emotional Learning (CASEL) Framework (2023, www.casel.org) to intentionally foster a sense of identity, agency, and collaboration among diverse students.

    • CASEL's Five Key Areas: Self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

    • Considerations for Multilingual Learners: Jagers et al. (2018), in "Equity & Social Emotional Learning: A Cultural Analysis" (a CASEL special issue), explore potential concerns and opportunities for multilingual learners from diverse cultures within these five CASEL areas.

    • Instructional Approaches: Effective strategies include project-based learning, community building, and cultural integration.

    • Goals: These approaches aim to help students develop an appreciation for their own identities and cultural perspectives, establish a genuine sense of belonging, and allow opportunities to work towards social justice by valuing diverse assets and increasing agency and voice, ultimately transforming expectations and achievement for all learners.

    • Resource: Jagers et al. (2021) "In Pursuit of Educational Equity and Excellence" provides further examples for creating transformative SEL experiences.

  • 7. Using the Multilingual Learners Hub (ML Hub)

    • Resource Description: The ML Hub (https://wp.towson.edu/tesol/), developed by the College of Education at Towson University, Maryland, is an open-access platform.

    • Target Audience: It is a resource for teachers and families supporting multilingual learners.

    • Content: The hub offers practical learning modules, classroom video examples, webinars, toolkits, and website links, all easily searchable.

    • Purpose: To assist educators in building upon the assets of multilingual learners and scaffolding their support.

    • SEL Relevance: Many modules under the "All Educators" section specifically address SEL applications and provide practical ways to enhance students' social-emotional skills and attitudes.

    • Example Modules: Titles include "Building a Respectful and Caring Culture in the Classroom," "Social-Emotional Learning for Multilingual Learners," "Trauma-Informed Supports for Multilingual Learners," and "Wellness for Multilingual Learners." This resource can be used for professional development or shared with families.

  • 8. Being the Teacher You Needed

    • Reflection Exercise: Teachers are encouraged to reflect on their own educational past: Which teachers do you remember fondly, and why? Were they caring and supportive? Contrast these with experiences of teachers who may not have been as supportive.

    • Scenario Examples: Consider teachers who might have scolded for excessive talking or punished for incomplete homework without investigating underlying reasons. Reflect on how alternative approaches—such as facilitating group work for talkative students or proactively understanding and supporting students struggling with homework—could have created a more positive experience.

    • Call to Action: This strategy encourages educators to embody the compassionate and understanding teacher they themselves would have benefited from, fostering a more empathetic and effective learning environment for their students.

Related Concepts

  • Can-Do Statements

  • Second Language Learning Anxiety

  • Social-Emotional Learning (SEL) in the English Language Classroom