Social-Emotional Learning in ESOL with Ninth-Grade Newcomers

Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: [email protected]; Web site: http://eltj.oxfordjournals.org/

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10

Social Emotional Learning; Emotional Development; Well Being; English (Second Language); English Language Learners; Student Attitudes; Program Effectiveness; Emotional Response; Intervention; Grade 9

10.1093/elt/ccad051

0951-0893
1477-4526

Social-emotional learning (SEL) initiatives can have a positive effect on students' emotions and well-being. However, SEL in ESOL classrooms remains underexplored. This article reports on a qualitative study which investigated ESOL learners' perceptions of the effectiveness of SEL strategies in terms of their emotions and well-being. The study generated data using daily classroom observations, recorded classroom discussions, surveys, and artefacts. The analysis suggests students experienced positive emotions, such as happiness and feeling good and safe in the classroom as well as increased emotional awareness. The students highlighted the following strategies as being especially effective: restorative circles, letters to self, writing poetry, and classroom decorations. The findings demonstrate the need to embrace SEL practices as essential elements in ELT as they play a vital role in fostering students' and teachers' well-being, both within and beyond the classroom.

As Provided

2024

EJ1422454