Optimizing English as a Second Language Learning with Social-Emotional Learning

Abstract

This project advocates for the integration of Social and Emotional Learning (SEL) principles into English as a Second Language (ESL) education for adolescents aged 14 to 18. Traditional ESL methodologies often neglect the emotional well-being of English language classes, leading to disengagement, learning difficulties and potential discontinuation of language learning. Drawing upon the five SEL competencies stated by Bridgeland, et al. (2016), the curriculum emphasizes promoting self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. By incorporating SEL into the curriculum, students not only enhance their language proficiency but also develop essential life skills necessary for navigating various interpersonal and real-life situations. Educators play a crucial role in recognizing and addressing the emotional challenges that ESL learners encounter, developing a growth-oriented mindset and empowering students to embrace their language learning journey. This project aims to create a supportive and inclusive learning environment, modifying negative experiences that could potentially impact students’ future prospects, such as disengagement in social life situations. Ultimately, the integration of SEL principles seeks to mitigate negative experiences, enhance student engagement, and improve long-term prospects for ESL learners in both academic and real￾ world settings.