Social-emotional learning practice in L2
Overview and Purpose
This mini-course focuses on social-emotional learning practice in second language acquisition. The purpose of this course is to discuss why social-emotional learning is vital to second-language learners and how social interaction and learners’ affective states promote the development of second-language competence, and to show instructors how to integrate social-emotional learning into teaching.
Needs Assessment
Instructional problem:
- Instructors focus too much on students’ academic development and neglect the importance of social-emotional learning.
- Language learners are a highly diverse population sharing unique cultural, academic, social, and emotional experiences, which requires educators to have the knowledge, skills, and support to help students deal with social-emotional struggles.
- Social-emotional learning improves academic achievement by an average of 11 percent, increases appropriate social behavior, improves students’ attitudes, and reduces depression and stress. (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011, as cited in Sprenger, 2020, p.3).
Learner Analysis:
Participants include second-language instructors, preservice educators, or professionals in the educational field who are interested in learning and using the SEL approach to improve students’ language learning competencies.
Instructional content:
Participants will complete the minicourse online. Each unit begins with an overview of that unit's learning objectives. A text-based lecture or a related video lecture explains learning content and instruction. Participants must read two textbooks and additional scholarly articles to write posts and respond to peers in the discussion. Instructors will write a response to summarize the participants’ viewpoints at the end of the discussion. A reflective journal will put an end to each unit.
Analysis of gaps:
Language teachers focus on understanding students’ linguistic needs while addressing multiple measures for students’ success. There is a missing link between the benefit of integrating Social Emotional Learning (SEL) with social, emotional, and academic development. ( Horrell ,2019, p.3)
Existing efforts :
Throughout the course, participants will read scholarly articles that share other language teachers’ perceptions and strategies for integrating SEL into practice. They also will discuss the obstacles you may encounter in their professional field and brainstorm solutions with peers. Finally, they will be asked to design a lesson involving SEL to demonstrate their understanding.
Intent statement:
The intention of designing this course is to help participants build awareness of the importance of SEL in language teaching and learning and to use SEL approaches to enhance learning.
Performance Objectives
By the end of this course, participants will be able to:
- Define what is Social Emotional Learning (SEL).
- Identify the importance of SEL in language teaching.
- Understand the need for teacher training in SEL.
- Apply SEL strategies to reduce student-teacher stress.
- Develop class activities that integrating SEL for language classrooms.
- Use tech tools to enhance SEL.
- Use The Big Five framework to assess students' SE skills.
Course Units
This mini-course includes the following units. Click the title of a unit to go to its page.
By the end of this unit, participants will be able to:
- Define Social Emotional Learning (SEL)
- Understand the impact of SEL in language teaching.
- Define SEL core competencies.
Unit Two: Preparing teachers for incorporating SEL in classroom
By the end of this unit, participants will be able to:
- Understand the need for teacher training in SEL.
- Understand the relationship between student Social and Emotional Behavioral Problems, Mental Health, and Classroom Management.
- Apply SEL strategies to reduce student-teacher stress.
Unit three: Practical applications of SEL in teaching
By the end of this unit, participants will be able to:
- Develop class activities that integrating SEL for language classrooms.
- Use tech tools to enhance SEL.
By the end of this unit, participants will be able to:
- Understand the different item types' strength and weakness.
- Use The Big Five framework to assess students' SE skills.
References:
- Horrell, L. (2019). Social Emotional Learning: Teachers' Perceptions and Practices with English Learners. The College of William and Mary ProQuest Dissertations Publishing.
- Sprenger, B, M., (2020). Social-Emotional Learning and the Brain : Strategies to Help Your Students Thrive. ASCD.
