Increasing Social and Emotional Learning for ELLs

Abstract

Social and emotional learning (SEL) is an integral part of education and human development through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. This project examines the need for adequate social and emotional learning practices incorporated in the classroom is a problem that ELLs/bilingual students face. Research shows the implementation of standardized testing, racial disparities in discipline, the lack of teacher preparation and culturally adapted programs have contributed to the problem of inauthentic incorporation of SEL programs in the ENL classroom. This capstone project will discuss the urgency of incorporating SEL practices in the classroom because of the increased experiences of ELLs with emotional trauma as a result of immigration, discrimination, alienation, possible separation from family members or friends, discrimination, social rejection, poverty, anxiety, and educational stress. Implementation of SEL programs and restorative practices promotes positive outcomes for ELLs within academic and life success. The professional development plan I developed will first advocates for ELLs by providing teachers information for them to fully understand the increased struggles ELLs experience and what troubling emotions this can cause and understand the benefits of incorporating SEL. Participants will learn effective instructional practices to seamlessly incorporate SEL throughout academic curriculum in order to continue to meet the social, emotional, and cultural needs of students while meeting the school curriculum goals.