{"title":"Social-emotional learning in ESOL with ninth-grade newcomers","authors":"Luis Javier Pentón Herrera","doi":"10.1093/elt/ccad051","DOIUrl":null,"url":null,"abstract":"Abstract 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.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":"28 7","pages":"0"},"PeriodicalIF":3.1000,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Elt Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1093/elt/ccad051","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Abstract 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.
期刊介绍:
ELT Journal is a quarterly publication for all those involved in the field of teaching English as a second or foreign language. The journal links the everyday concerns of practitioners with insights gained from related academic disciplines such as applied linguistics, education, psychology, and sociology. ELT Journal provides a medium for informed discussion of the principles and practice which determine the ways in which the English language is taught and learnt around the world. It is also a forum for the exchange of information among members of the profession worldwide.