Abstract
Social and emotional learning (SEL) has become an avant-garde term in the last few years. It is how people acquire and apply knowledge, attitudes and skills to understand and control emotions. Incorporating the SEL perspective, teachers can not only help students set and achieve positive goals, but also help students understand how empathizing with others will allow them to establish and maintain positive relationships as well as aid them in making responsible decisions. SEL also touches a number of fields with which it is related: emotional intelligence, mindfulness and the recently developed concept of Mediation which was detailed in the Companion Volume of the Common European Framework of Reference for Languages. In this paper, two researchers from different countries (the USA and Spain) review the literature on SEL, give a bird’s eye view of the SEL situation in their countries, discuss its value in the classroom and make recommendations for further study.
Highlights
January 2020, started a year of manifold uncertainties, namely the COVID-19 pandemic which locked down many areas in the world, threatened if not destroyed people’s livelihoods, questioned the benefits of globalization, brought world travel to a halt, and in the world of education turned to a wide scale digitalization, perturbing teachers and students alike, and disrupted classroom dynamics
If English Language Learners are affected by social and emotional learning (SEL), this would lead to the implication that all students are affected by SEL and that its presence being embedded into instruction and curriculum should be required because students of this millennium have encountered more emotional tragedies within the recent years than those of former millennia namely due to school shootings, cyber bullying, and currently, the Covid-19 destabilizing situation
Mindfulness in education is directly related to SEL as its goals include self-awareness, empathy, techniques to calm and focus the mind, maintaining mindful communication, and meditation - even though it has long been associated with mindfulness it is not equivalent to mindfulness, rather just another coping mechanism (Seema and Säare, 2019)
Summary
January 2020, started a year of manifold uncertainties, namely the COVID-19 pandemic which locked down many areas in the world, threatened if not destroyed people’s livelihoods, questioned the benefits of globalization, brought world travel to a halt, and in the world of education turned to a wide scale digitalization, perturbing teachers and students alike, and disrupted classroom dynamics. In this context, social and emotional learning (SEL) has found a fertile field for implementation and development. SEL implementation is essential in aiding academic success, and personal and social well-being of students in the 21st century
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