Infografía Social Emotional Learning in ELT

Social Emotional Learning in ELT

What do we know from research?

Learning: SEL "might well be the missing key for ELLs to achieve long-term success inside of and beyond the classroom" (Adams and Richie, 2017). It has a positive effect on student academic performance and language learning achievement (Richards, 2020). Not only does it benefit academic success and positive relationships, but also self and social awareness. Its framework delimits five types of competencies: self-awareness, self-management, social-awareness, relationships skills, and responsible decision-making (Pentón, 2020).

Students: SEL helps build student-teacher rapport as well as develop a sense of community among students. This rapport can enhance the learning process inside and outside of class (MacDonald, 2021). Besides, students experience positive and negative emotions during the language learning process. Therefore, positive emotions trigger curiosity, risk-taking, and feelings of failure or success (Richards, 2020) . On the contrary, negative attitudes and lack of motivation of learners can become obstacles to language learning (Melani et al., 2020).

Students: SEL helps build student-teacher rapport as well as develop a sense of community among students. This rapport can enhance the learning process inside and outside of class (MacDonald, 2021). Besides, students experience positive and negative emotions during the language learning process. Therefore, positive emotions trigger curiosity, risk-taking, and feelings of failure or success (Richards, 2020) . On the contrary, negative attitudes and lack of motivation of learners can become obstacles to language learning (Melani et al., 2020).

Teacher: Teachers experience positive and negative emotions during the language teaching process to the point of influencing decision-making and future choices and actions (Richards, 2020). Teachers’ development of emotional competence would allow them to manage the classroom, sustain student motivation, and provide a positive classroom environment. (Richards, 2020). Understanding the experiences of language learners from a socioemotional perspective is important instead of forcing use of the target language (TL). Identifying key issues in early stages can lead to achieving better results in later education (Malloy, 2019). Therefore, “a teacher's ability to manage their own social and emotional competencies and sense of wellbeing is seen as critical to establishing a safe and supportive classroom environment” (Main, 2018).

How can research findings support EFL teaching and learning in the classroom?

What does research suggest to support EFL teaching and learning?

Using drama-based and improvisation activities could enhance the students’ speaking skills.

Including technology in speaking tasks aids to prepare presentations, which enhances oral production

Planning different types of task-based projects can have a significant impact on learners developing oral English communication skills

Learners acquire an L2 if their affective filters are low enough to allow input; therefore, understanding it may help teachers conduct instruction in ways that are efficient to language learners (Melani et al., 2020, p.4).

Using authentic materials and including scaffolding activities in speaking lessons can help learners when facing oral activities (Goh, 2017) and also help increase confidence and motivation

Providing opportunities for students to work collaboratively not only enhances their motivation but can also help learners to speak English without waiting for their turn to interact with the teachers

Building rapport, creating a safe learning space where learners feel both physically and mentally well can enhance SEL growth and SLA. (Birch, 2009, as cited in Pentón, 2020, p.6). It is crucial to prepare beforehand and afterwards (Main, 2018), implementing student-centered scaffolded activities especially for students of lesser proficiency to extend their skills, knowledge and overall competence (Melani et al., 2020, p.6).

Negative feelings, combined with inaccessibility to vocabulary creates distance between the student and their peers and teachers (Pentón, 2020, p.7). Teaching students vocabulary and the necessary skills to use language to effectively express what they are feeling, they will be able to better understand their emotions and know when to reach out for help when needed (Pentón, 2020, p.7). Fostering a sense of community building across all school agents and stakeholders can enhance the implementation of SEL (Adams & Richie, 2017).

What practical recommendations can we make from this?

What practical recommendations can we make from this?

Make sure learning is purposeful. If students feel no connection to content, then it will seem emotionally meaningless to them.

Start with a warm-up to attune the class. Try breathing exercises and ask students about how they feel daily. Keep a mood tracker (How do I feel today?). Example.

Observe other colleagues, keep a reflective journal, and provide positive reinforcement.

Avoid embarrassment or perception of threat. Use different correction techniques such as taking notes on mistakes and addressing them generally during the class.

Direct teachers’ commands to problem solving prompts that involve students as collaborators. E.g., instead of saying “put that away!” say “where should that paper be?”

Lead with empathy and respect.

Do project work to foster students cooperation (group discussion and collaborative reading activities: Choral and jigsaw reading)

Exit tickets in order to provide feedback and reflect upon their learning.

Try moving activities such as pantomime, ball toss, games, spelling challenge, etc.

Provide peer feedback opportunities.

Editors: Pía Tabali Andrew Philominraj

Ask metacognitive questions based on how students feel during the lesson time. For example, how am I progressing as a learner? What can/should I do next? How did my mindset affect how I approached my work?

Editor: Gloria Romero V