Numer 33 (1/2024)
Social-Emotional Learning in English Language Education
Spis treści
Strony
Pobierz
|
|||||
Luis Javier Pentón Herrera
Introduction to Social-Emotional Learning in English Language Education: Mapping the Landscape and Reflecting on the Way Forward
DOI: 10.7311/0860-5734.33.1.01
5 – 18
|
|||||
INFORMACJE O AUTORZE |
|||||
Kathleen R. McGovern,
Vahdat Yeganeh Devised Drama as Social-Emotional Learning
DOI: 10.7311/0860-5734.33.1.02
19 – 41
|
|||||
Słowa kluczowe drama |social-emotional learning |TESOL |adult ESOL |theaterStreszczenie This qualitative case study explores social-emotional learning (SEL) in an extracurricular drama program in the US, where adult English for Speakers of Other Languages (ESOL) students collaboratively devised a play, which they performed publicly. The authors drew from CASEL’s (2020) SEL framework, which consists of five core competencies, to explore drama as an SEL process. The findings indicate that devised drama engaged learners in activities that cultivated awareness of the self and others, created space for students to explore their emotions in a supportive community, and centered learner voices, indicating drama’s potential as an innovative SEL pedagogy within and beyond traditional learning spaces. INFORMACJE O AUTORACH |
|||||
Wafa Hiwari,
Anwar Abdel Razeq, Luis Javier Pentón Herrera A New Frontier: Palestinian English Teachers’ Experiences and Needs for Social-Emotional Learning Integration in EFL Classrooms
DOI: 10.7311/0860-5734.33.1.03
43 – 66
|
|||||
Słowa kluczowe English as a foreign language |social-emotional learning |K-12 Palestinian education |teacher educationStreszczenie This qualitative case study explores the integration of social-emotional learning in Palestinian English as a foreign language classrooms. Ten Palestinian EFL teachers were interviewed, revealing a universal recognition of SEL’s importance but limited implementation due to challenges such as inadequate knowledge, curriculum demands, and lack of professional development. The study identifies a critical need for explicit SEL integration in curricula and teacher education. Findings highlight teachers’ eagerness to incorporate SEL, contingent on support and resources. We end by discussing the necessity for comprehensive SEL initiatives in Palestinian education, considering socio-political contexts and the pivotal role of teacher preparedness and resource availability. INFORMACJE O AUTORACH Luis Javier Pentón Herrera Akademia Ekonomiczno-Humanistyczna w Warszawie |
|||||
Fares J. Karam,
Eleni Oikonomidoy Fostering Social-Emotional Learning during Resettlement: Learning with a Multilingual Refugee-Background Family
DOI: 10.7311/0860-5734.33.1.04
67 – 87
|
|||||
Słowa kluczowe mindfulness |values |social-emotional learning |refugee |peace education |multilingual families |tutoringStreszczenie Studies have shown how adopting social-emotional learning (SEL) approaches can help support newcomer multilingual learners of English in language classrooms. However, little is known about the role of SEL in supporting refugee-background families in out-of-school contexts. Framed within critical mindfulness and critical peace education, this study addresses this gap by asking: What role does SEL play in supporting two refugee-background parents’ resettlement and language learning efforts? and How do two refugee-background parents’ values influence weekly English tutoring sessions? The study documents different ways through which participants engage with SEL practices to negotiate their tutoring sessions and introduces “mujamalah” as an SEL practice in line with peace education. Findings underscore the importance of incorporating SEL approaches to support multilingual refugee-background families. INFORMACJE O AUTORACH |
|||||
Siobhan O’Brien,
Mark Vicars, Jordan González Investigating Problems that Matter for Young People: Reauthoring Possibilities for Social-Emotional Learning in English Language Education
DOI: 10.7311/0860-5734.33.1.05
89 – 107
|
|||||
Słowa kluczowe narrative |literacy |case study |developmental bibliotherapy |eudaimonia |home/school partnershipsStreszczenie This article reports on a qualitative case study with families of young English as an additional language (EAL) children in year 3–4 classrooms in metropolitan Melbourne, Australia. In the context of this inquiry, developmental bibliotherapy, which uses books to “heal the mind,” was operationalized as a social-emotional learning (SEL) tool, using a transactional reader response approach. In this SEL approach, children made life-to-text and text-to-life connections that focused on three topic areas: body image, resilience, and self-esteem through the reading encounter. Findings shed light on the pedagogical implications of developmental bibliotherapy as an SEL tool and an eudaimonic factor in young EAL children’s life worlds. INFORMACJE O AUTORACH |
|||||
Edward Rutledge,
Marni Manegre An Emotionally Intelligent, Ecolinguistic Approach to Content and Language Integrated Learning
DOI: 10.7311/0860-5734.33.1.06
109 – 124
|
|||||
Słowa kluczowe content and language integrated learning |ecolinguistics |anthropogenic climate change |ecoliteracy |emotional intelligence |social-emotional learningStreszczenie This article examines the incorporation of concepts derived from ecolinguistics and social-emotional learning (SEL) into the content and language integrated learning (CLIL) methodology when teaching about climate change in the second language classroom. A test of this approach was implemented during a teaching practicum with 14- and 15-year-old students in Catalonia to survey their beliefs, attitudes, and knowledge of the topic before and after experiencing content-based lessons on climate change. Findings suggest that such an approach may be effective, if not essential, for fostering communicative competence, subject matter learning, and social-emotional resilience when presenting challenging existential issues in the classroom. INFORMACJE O AUTORACH |
|||||
Mohammed Elmeski,
Adil Bentahar Exploring the Integration of Social-Emotional Learning in EFL Pre-Service Teacher Preparation in Morocco: A Mixed-Method Study
DOI: 10.7311/0860-5734.33.1.07 en
125 – 150
|
|||||
Słowa kluczowe social-emotional learning |Morocco |student teachers |SEL competencies |power skills |mixed methodsStreszczenie Morocco’s educational policy documents underscore social-emotional competence as an important learning outcome. This study examines how the prominence of SEL in Morocco’s educational reform policy is reflected in the pre-service preparation of EFL teachers. The researchers have conducted a mixed-methods study that examines SEL integration in pre-service teacher preparation programs, and the extent to which student teachers report evidence of social-emotional learning associated with their pre-service preparation programs. Findings indicate that while two thirds of EFL student teachers reported that their pre-service preparation programs incorporate SEL skills aligned with the CASEL framework, responding to stress, managing anxiety and emotions, and collaboration stood out as areas requiring further strengthening in EFL teacher education programs in Morocco. INFORMACJE O AUTORACH |
|||||
Anna Pereszlényi,
Rita Divéki I Felt “Safe and Heard”: Nurturing English Majors’ Social-Emotional Skills through the Discussion of Controversial Issues in the Hungarian University Context
DOI: 10.7311/0860-5734.33.1.08
151 – 177
|
|||||
Słowa kluczowe social-emotional learning (SEL) |controversial issues (CIs) |skills development |classroom study |tertiary education |Hungarian university contextStreszczenie Amidst contemporary challenges (e.g. pandemics, wars), integrating social-emotional learning (SEL) in English as a foreign language (EFL) classes is crucial for fostering students’ growth and emotional well-being. This study aimed to reveal how a language seminar can contribute to nurturing university students’ SEL skills while also developing their language skills by engaging in discussions about controversial issues (CIs). Two groups of students, taught by the two authors, participated in the study. The results reveal that the students appreciated the discussions about CIs, found them challenging but enjoyable, and conducive to developing SEL skills. The results imply that creating an SEL-based syllabus focusing on CI could be both feasible and worthwhile. INFORMACJE O AUTORACH |
|||||
Gilda Martínez-Alba
Afterword: Building on Global Perspectives to Move Forward with SEL
DOI: 10.7311/0860-5734.33.1.09
179 – 183
|
|||||
|
|||||