Culturally Responsive Social Emotional Learning for English Language Learners: Professional Development for Higher Education

• In Event: Educational Responsibility for Students of Diverse Backgrounds and Social Identities in the United States, Japan, China, and Malaysia

Abstract

Nearly five million students in the United States are identified as English language learners (ELLs) who speak a language other than English at home (National Center for Education Statistics, 2020). Although the numbers of ELLs in the U.S. academic community are fast-growing, 70% of educators report that they received no professional training for teaching ELLs (PR Newswire, 2017). While a large number of culturally and linguistically diverse international students provides exciting opportunities for U.S. institutions of higher education (IHE), they also bring a wide array of new challenges. Building a global teaching and advising force for the new American campus becomes imperative.
To ensure the success and retention of international students, IHE have been working hard to improve support systems for students from diverse cultural backgrounds (Center for Teaching and Learning, 2014). However, research has shown ELLs are still struggling not only academically but socially and emotionally (Asgedom & Even, 2017). IHE has asked: How can institutions of higher education retain and ensure the success of ELLs on U.S. campuses? What are some best practices that could facilitate academic learning among ELLs? What professional development do IHE faculty and staff need that would enhance their efficiencies and capacities in working with ELLs?
Culturally responsive teaching (CRT) is an instructional approach that recognizes the importance of including students’ cultural situations in all aspects of learning (Ladson-Billings, 1994), and aims to help culturally and linguistically diverse students to succeed in schools (Gay, 2000). Social emotional learning (SEL) supports ELLs in the development of social and emotional competencies which facilitate their learning of life skills (CASEL, 2013a & 2013b; Jones et al., 2013). Growing evidence points to the vital importance for teachers at all levels to develop culturally responsive SEL skills (Donahue-Keegan, et al., 2019; Hammond, 2016). According to Donahue-Keegan et al. (2019), fostering the growth of culturally responsive SEL skills enhances teachers’ capacities to maintain their own health, well-being, and emotional resilience; to foster students’ SEL skills through strength-based, rigorous academic learning; and use authentic CRT to equitably reach and teach students with a wide range of diverse backgrounds and social identities.
This qualitative study demonstrates how a CRT approach builds the capacity of faculty and staff to create a SEL environment that is conducive to success for ELLs. The researchers offer professional development on CRT and SEL for faculty and staff and followed-up with qualitative inquiries at two mid-sized university campuses. Researchers collected data using open-ended surveys and individual interviews with participants after the professional development, as well as reflections from researchers and professional development organizers. The findings from 16 participants are used to present training strategies that can help reduce or remove barriers while offering these programs. The researchers propose a model to address the increasing needs of international students who are ELLs. The results also indicate the varying priorities of faculty and staff with diverging trajectories. This study outlines ways these roles can complement each other to provide more holistic support to ELLs.

Authors

• Ellen Yeh, Columbia College Chicago

• Rashmi Sharma, Western Illinois University

• Monika Jaiswal-Oliver, Columbia College Chicago

• Guofang Wan, Loyola University Chicago