scholarly journals Latinx English language learners experiences in a social emotional learning and culturally relevant co-designed course

2020 ◽  
Author(s):  
Asha Chana
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Culturally Relevant ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional

English Language Learners and Mainstream Instruction to Enhance SEL Literacy

2021 ◽  
pp. 368-389
Author(s):  
Brittany Ann Garling ◽  
Michelle Huntress ◽  
Jill Siefken ◽  
Jacalyn S. Swink ◽  
Tessa Yackle
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Core Competencies ◽  
Emotional Learning ◽  
Professional Experience ◽  
Academic Skill ◽  
Social Emotional ◽  
Social And Emotional ◽  
Mainstream Students

This chapter is grounded in the five social-emotional learning (SEL) core competencies within the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. The authors present approaches and benefits associated with integrating SEL into literacy development for mainstream students at every grade level. Additionally, they explore how this integration supports English language learners in both academic and non-academic ways. Based on professional experience supported by current research, the authors offer how the incorporation of SEL into literacy instruction supports students' motivation, attitude, peer connections, and academic skill development.

ENGLISH LANGUAGE TEACHING INTEGRATED WITH SOCIAL EMOTIONAL LEARNING (SEL) IN RESPONSE TO STRESS EXPOSURE AT HIGHER EDUCATION

2020 ◽  
Vol 65 (11) ◽  
pp. 93-109
Author(s):  
Linh Le Thuy
Keyword(s):  
Higher Education ◽  
Stress Responses ◽  
Social Life ◽  
English Language ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
English Language Teaching ◽  
Self Awareness ◽  
Social Emotional ◽  
K 12

Under the internationalization of education context and globalization, at tertiary level, students benefit from opportunities for academic and professional development. However, they also face pressures ranging from academic burdens to social life, which cause huge stressors. In responding to this challenge, the suggestion from K-12 education, so-called social emotional learning (SEL) can be integrated in higher education due to its effectiveness in self-awareness, social relation and responsible decision. For supporting evidences, a trans-disciplinary study was conducted at National Economics University, where SEL materials were integrated into English lessons of 100 research participants, including those from traditional and partnership programs. This research aimed at equipping students with SEL knowledge to better deal with their stressors. Successfully, after getting the input of SEL intervention, students changed their stress responses from avoidance-oriented to problem- and emotion-oriented. The SEL knowledge should be delivered to students. Especially, this study also provided other recommended SEL integrated approaches for higher education in Vietnam to help students tackling stressors.

A Co-Teaching Insight on SEL Curriculum Development and Implementation

2021 ◽  
pp. 39-63
Author(s):  
Abigail Rose Smurr ◽  
Candace M. Cano
Keyword(s):  
English Language ◽  
Social Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Learning Needs ◽  
Self Awareness ◽  
Social Emotional ◽  
Self Reflection ◽  
Social And Emotional ◽  
School Year

Cano and Smurr became co-teachers and developed a social emotional learning (SEL) supplementary curriculum to use along their mandated English Language Arts curricula in their seventh and eighth grade classes. Through a process of research and development, their primary purpose was to identify the effectiveness of social emotional learning curriculum. This chapter will expand on the implementation and the impact of SEL curriculum created by Cano and Smurr; this curriculum was developed and implemented throughout the 2018-2019 school year and demonstrated student responsiveness towards learning and personal well-being. The SEL curriculum is strongly based off CASEL (Collaborative for Academic, Social, and Emotional Learning) standards: self-efficacy, growth mindset, self-management, social awareness, and self-awareness. The assignments impacted student learning in multiple areas such as an avenue of advocacy for learning needs, normalized stigmatized topics in the classroom, and assistance in student self-reflection and metacognition skills.

Magnifying English Language Learners' Success Through Culturally Relevant Teaching and Learning Frameworks

2019 ◽  
pp. 316-332
Author(s):  
Isela Almaguer
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Mexican American ◽  
Teaching And Learning ◽  
English Language ◽  
Culturally Relevant ◽  
Language And Literacy ◽  
Hawaiian Culture ◽  
Linguistic Proficiency ◽  
Authentic Language

There is a need to amplify the voices of English language learners through authentic language and literacy learning using a multifaceted culturally relevant and responsive teaching and learning framework that encompasses social justice. Specifically, framing the chapter through the lens of the sociocultural theory to better recognize, acknowledge, and understand the influence of culturally relevant learning. Culture plays a crucial role in forming identity and agency, so we must rethink the effect of culturally relevant pedagogy by linking principles of learning to the cultural realities of children, families, and communities on literacy. English language learners require more empowering and engaging pedagogy that actively involves them in learning experiences while developing self-efficacy through varied opportunities for academic and linguistic proficiency development to further support them as global scholars. As such, parallels exist in literacy development across diverse people and cultures, specifically the Mexican American culture and the Native Hawaiian culture.

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