Where Social-Emotional Learning Meets Language Learning

• In Event: Taking Collective Responsibility for the Social-Emotional Learning (SEL) of Adolescents Through Classroom-Embedded, Collaboratively Developed SEL Measures

Abstract

Purpose/Methods:
This paper explores the relationship between social-emotional learning and language development for recently arrived newcomer students. Drawing on qualitative analyses of classroom observations, interviews, focus groups, and exhibitions of student-driven projects, we examined students’ everyday language practices that emerge within the context of their social-emotional learning and development. Evidence of students’ rigorous academic work and meaningful learning experiences were collected and documented through audio and video recordings and student artifacts such as writing samples. The data were transcribed, coded, and analyzed with an eye towards exploring the relationship between student’s social-emotional learning language use and development.

Data Source:
The focal research site for this study is one of the six public partner schools that are part of a larger SEL measures research project. This particular school emphasized project-based learning and portfolios of student work that showcased student projects for an audience of their peers and teachers. Located in California, this school serves students who have recently (within the past 4 years) immigrated to the United States. In fact, 22% of the student body is comprised of refugees and 100% of the students are classified as English Learners. This school thus serves a traditionally underserved student population that is typically characterized as being at risk for higher school drop-out rates and larger gaps in academic achievement.

Results, Perspective, & Significance:
Findings from our analysis highlight the importance of social-emotional learning for students classified as English learners. In focus group discussions, students described social-emotional learning as necessary for their academic success. Their discussions exemplify the critical value of collective school responsibility committed to supporting student success and language development. Researchers such as Kris Gutierrez and Dave Paunesku have noted the importance of considering how learning environments created by adults in the school community shape language and SEL development.

Social-emotional competencies such as empathy and leadership were noted to be especially important in relation to students’ language development. In addition, student experiences with ridicule and judgment over pronunciation were described as hindering academic success and causing students to avoid classroom participation. Experiences of language policing by teachers were noted to be obstructive to student collaboration and to isolate students who were learning English, discouraging them from communicating with others or seeking help.

We highlight how students demonstrated helpful interactions with one another, their audience(s), and their teachers when developing and strengthening social-emotional competencies during everyday classroom interactions and student-driven projects. Students’ everyday displays of interpersonal and intrapersonal skills revealed the importance of “language buddies” and intentional grouping that supports language development and student leadership. Examples of translanguaging (García & Li, 2014)—or moving flexibly between languages—in the classroom reflected students’ strong, close community and sense of trust. Additional examples of translanguaging during student presentations depicted real-time engagement with the audience and advanced presenter skills.

We conclude with a discussion of implications for further exploring and leveraging the overlap between students’ social-emotional and language development in educational contexts that serve newcomer students.

Author

• Victoria Melgarejo, Stanford University