Research in the field of Second Language Acquisition (SLA) generally falls within two categories: the cognitive/psycholinguistic camp, and the sociocultural camp (Fazel, 2014). These distinct approaches to empirical research in SLA have diverse epistemologies, methods, and implications for the second language classroom. Scholars within the sociocultural camp have made significant contributions to the field concerning social and emotional learning in the second language classroom. Concerning this, the current paper reviews recent developments in the field of developmental psychology and examines ways in which the new science of child development can inform SLA theory and practice in regard to social and emotional learning in the second language classroom. This paper reviews the two most common approaches to parenting that are recognized by developmental psychologists (Gopnik, 2016) and relates those conceptualizations to teaching in the second language classroom. Going further, developmental psychologists have identified four distinct types of play, and have investigated each in terms of how they contribute to the social and emotional development of children and adolescents (Gopnik, 2016). Based on this discussion the current author considers the importance of play with a second language (i.e. experimentation with learned language items through the social and emotional process of constructivist interaction) and its role in social and emotional development in the second language learning context. Finally, the author ends by making the case for the second language apprenticeship based on revelations both from the field of developmental psychology, and second language acquisition. The new science of child development can inform SLA theory and practice by providing a broader framework supported by ample empirical evidence from which to view and understand social and emotional learning in the second language classroom.
Nall, M. (2020). Supporting Social and Emotional Learning in the EFL/ESL Classroom: How the New Science of Child Development Can Inform Second Language Acquisition Theory and Practice. Journal of English Learner Education. (10)1.
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