Social Emotional Learning and English Language Learners: A Review of the Literature

  • Susan R. Adams Butler University
  • Camille Richie Vision Academy, Indianapolis

Abstract

Social emotional learning (SEL) is a process of obtaining and effectually applying the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions in life for both children and adults. Early studies examining the impact of teaching SEL in the elementary classroom suggest that integrating SEL into the classroom curriculum and culture can support elementary students to better manage personal and collective behavior, to improve attendance rates, and to raise student achievement rates. This review of literature includes a focus on the existing literature and on the promising implications of incorporating SEL in mainstream classrooms which include English language learners (ELLs). 

Author Biographies

Susan R. Adams, Butler University

Dr. Susan Adams is Assistant Professor of Middle/Secondary Education at Butler University. A former high school ESL and Spanish teacher, Dr. Adams earned her Ph.D. in Literacy, Culture, and Language in Education from Indiana University. Susan’s publications are included in Theory into Practice, English Journal, SAGE Sociology of Education, EBSCO Research Starters, and The New Educator. Her recently published book, Race and Pedagogy: Creating Collaborative Spaces for Teacher Transformations (2016) was co-authored with Jamie Buffington-Adams.
Inquiries should be directed to: sradams@butler.edu

Camille Richie, Vision Academy, Indianapolis
Camille Richie, M.S. is a graduate of Butler University’s College of Education from where she completed a B.S. in elementary education (2012) and the Master’s in Effective Teaching and Leading (METL) (2017). A licensed elementary, Special Education teacher, and English as New Language (ENL) teacher, Ms. Richie currently teaches in a multiracial, multilingual first grade classroom at Vision Academy in Indianapolis, Indiana where the research for her recently completed master’s thesis on the effects of teaching social emotional learning (SEL) in the first grade classroom was conducted.

References

Abbott, S. (2017, April 23). Hidden Curriculum. Retrieved from The Glossary Of Education Reform: http://edglossary.org/english-language-learner/

Elias, M. (2003). Academic and social-emotional learning. Educational Practices, Series-11. Geneva: International Academy of Education.
Elias, M., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T.,

Haynes, N. M., & Shriver, T. P. (2017). Promoting Social and Emotional Guidelines for Educators. Alexandria, Virginia: Association for Supervison and Curriculum Development. Retrieved from http://www.casel.org/what-is-sel/

Greenberg, M., Weissberg, R. P., O'Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. (2003). Enhancing school based prevention and youth development through coordinated social, emotional and academic learning. American Pyschologist, 58(6-7), 466-474. http://dx.doi.org/10.1037/0003-066X.58.6-7.466

National Clearinghouse for English Language Acquisition (NCELA). (2010). The growing numbers of English learner students: 1997/98–2007/08. Retrieved from http://
www.ncela.gwu.edu/files/uploads/9/growingLEP_0708.pdf

Niehaus, K. & Adelson, J. (2013). Self-concept and native language background: A study of measurement invariance and cross-group comparisons in third grade. Journal of Educational Psychology, 105(1), 226-240. http://dx.doi.org/10.1037/a0030556

Niehaus, K., & Adelson, J. L. (2014). School support, parental involvement, and academic and socioemotional outcomes for English language learners. American Educational Research Journal, 51(4), 810-844. DOI: 10.3102/0002831214531323

Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., & Weissberg, R. P. (2000). Social and emotional learning: A framework for promoting mental health and reducing risk behavior in children and youth. Journal of School Health, 70(5), 179-185. http://dx.doi.org/10.1111/j.1746-1561.2000.tb06468.x

Silver, D. (2017, April 23). Middleweb. Retrieved from 4 Tips for teaching students SEL skills: https://www.middleweb.com/34563/4-tips-for-teaching-students-sel-skills/

Smagorinsky, P. (2013). What does Vygotsky provide for the 21st-century language arts teacher? Language Arts, 90(3), p. 192-204.

Van Sluys, K. (2005). What if and why: Literacy invitations for multilingual classrooms. Portsmouth, NH: Heinemann.

Wilson, M. N., Hurtt, C. L., Shaw, D. S., Dishion, T. J., & Gardner, F. (2009). Analysis and influence of demographic and risk factors on difficult child behaviors. Prevention Science, 10(4), 353-365. http://dx.doi.org/10.1007/s11121-009-0137-x

Zins, J. E., & Elias, M. J. (2007). Social and emotional learning: Promoting the development of all students. Journal of Educational and Psychological Consultation, 17(2-3), 233-255. http://dx.doi.org/10.1080/10474410701413152
Published
2017-11-15
Section
Articles