There is abundant research about the benefits of SEL programs on social and emotional core competencies (e.g., increase in self-esteem, improvement of academic performance); however, general SEL programs are not necessarily designed with the English learners’ (ELs) needs in mind. Aiming at exploring valid and reliable SEL programs that meet the needs of the ELs, the article first examines the theoretical groundwork on which SEL is built upon. Next, this paper will first discuss Piaget’s, Vygotsky’s, and Dörnyei’s theories surrounding the cognitive, emotional, and sociocultural aspects involved in the learning process and language learning. It will then consider the needs for SEL programs adapted to the needs of English learners (e.g., cultural, linguistic, emotional). To conclude, this paper will propose a culturally and linguistically adapted SEL framework that would offer classroom practitioners, school administrators, and other instructional staff an adapted tool that can guide them when implementing SEL programs in settings with diverse student populations.
Cuocci, S., & Arndt, R. (2020). SEL for Culturally and Linguistically Diverse Students. Journal of English Learner Education. (10)1.
Retrieved from https://stars.library.ucf.edu/jele/vol10/iss1/4
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Indigenous Education Commons, Language and Literacy Education Commons, Other Educational Administration and Supervision Commons, Teacher Education and Professional Development Commons