Translanguaging and SEL

Abstract

Multilingual Learners (MLLs) do not have their Social-Emotional Learning (SEL) needs met in current SEL programs. Research shows that the needs of MLLs are diverse compared to their peers based on their lived experiences and identities concerning being an MLL. With these diverse needs, a Culturally Responsive Pedagogy is required to make SEL programs equitable for MLLs. Literature shows that MLL's social-emotional needs can better be met using a Culturally Responsive strategy such as translanguaging in SEL programs. Translanguaging has multiple benefits, such as enhanced self-awareness and self-expression, promoting positive identity and self-esteem, promoting engagement and peer relations, and improving academic success. However, there are some challenges concerning applying translanguaging in the classroom for general education educators, such as monolinguistic ideologies and experiences. A professional development course is proposed to address this problem. This development aims to help educators describe translanguaging and SEL while working to combine the concepts. The capstone project addresses the question: How can translanguaging be used in SEL programs?