In this article, I advocate for the adoption of SEL in Teaching English to speakers of other languages (TESOL) as a promising pedagogy for ESOL educators and ELs. For this, I divide the remainder of the manuscript into four sections in addition to the introduction. In the first section—What is SEL? —I provide a brief theoretical description of SEL as it remains a fairly new concept in the ESOL field. In the second section—Why SEL in TESOL? —I elucidate my position of why we (ESOL educators) should embrace SEL pedagogies in our learning spaces using personal vignettes as support. The third section—SEL Application in TESOL—is the heart of this article. In this section, I introduce four practices TESOL educators can use to incorporate SEL in their learning spaces. Lastly, in the fourth section—Final Thoughts—I share a final message of encouragement and strength for educators hoping to adopt SEL in their teaching practices.
Pentón Herrera, L. J. (2020). Social-emotional learning in TESOL: What, why, and how. Journal of English Learner Education. (10)1.
Retrieved from https://stars.library.ucf.edu/jele/vol10/iss1/1
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