Translingual Pedagogies of With-ness: Fostering Social Emotional Learning Competency Across Linguistic and Cultural Boundaries

Abstract

In today’s interconnected world, developing global citizenship skills is essential for individuals to navigate diverse communities and solve complex global problems. Social-emotional learning (SEL) has emerged as a critical approach to support students’ development of these skills. SEL focuses the cultivation of self-awareness, relationship skills, and responsible decision making. Translingualism on the other hand, emphasizes the ability to navigate multiple languages, cultures, and identities. Combining these two approaches, pedagogies of with-ness provide a framework for teachers to create inclusive and collaborative learning environments. Pedagogies of with-ness approach teaching as a collaborative endeavor, working alongside their students to co-create knowledge and understanding They prioritize creating a safe and supportive classroom environment, where students feel valued and respected for their diverse backgrounds and experiences. In doing so, they create a space where SEL skills can develop, and they can become effective global citizens. Translingualism plays an important role in this process as the value of all languages and culture are emphasized and welcomed in an inclusive manner. The combination of SEL, translingualism and pedagogies of with-ness provides a powerful approach to support the development of global citizenship skills. By prioritizing relationships, collaboration, and inclusive practices, teachers can create learning environments that foster the development of students’ social-emotional competencies and translingual abilities. This approach prepares students to engage with diverse communities and address complex global challenges with empathy, respect and understanding.