Abstract
As multilingual learners (MLs) represent the fastest-growing student demographic in U.S. public schools, educators face increasing pressure to support these students’ academic and socio-emotional needs. Traditional social-emotional learning (SEL) frameworks often align with Eurocentric norms and overlook the cultural and linguistic assets of MLs. This action research self-study investigates a third-grade teacher’s implementation of culturally responsive, equity-oriented SEL (CRSEL) practices in an urban public school in Hawai‘i. Through adapted SEL lessons centered on gratitude, students engaged in activities that integrated home languages, cultural traditions, and identity-affirming practices. Findings reveal three key themes: self-awareness as validating and emancipatory, social awareness as humanistic and transformative, and self-management as empowering. The study highlights how CRSEL promotes identity affirmation, linguistic pride, emotional regulation, and academic engagement for MLs. Implications emphasize the need for teacher preparation programs and school districts to integrate culturally sustaining SEL strategies and provide professional development to address the unique needs of multilingual students.
Recommended Citation
Briggs, M., & Smith, M. G. (2025). Breathing in Two Languages: Inclusive SEL for Multilingual Learners. Journal of English Learner Education. (17)2.
Retrieved from https://stars.library.ucf.edu/jele/vol17/iss2/7
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Methods Commons, Elementary Education Commons, Indigenous Education Commons, Social Justice Commons
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