Social-Emotional Learning: Cultivating Equitable and Validation-Centered Learning Environments for English Language Learners Through Looping

• In Event: Language and Communication Considerations With Social and Emotional Learning

Abstract

This qualitative study examined how looping benefits English language learners (ELLs) and their teachers. Because the rapidly increasing ELL population is expected to demonstrate annual academic and linguistic growth, it is imperative that teachers implement strategies to support ELLs’ social-emotional, linguistic, and academic development. Research has investigated the impacts of looping on monolingual students; however, its impact on ELLs is scant. Interviews with K-5 teachers were conducted to investigate their discoveries about teaching and learning while looping with ELLs. The findings indicated that through looping, teachers and ELLs co-created validation-centered learning environments, which developed their social-emotional, linguistic, and academic abilities wherein teachers increased their own self-efficacy. Looping fostered empowering, equitable, educative spaces that deepened ELLs’ learning experiences.

Authors

• Tia Kimball, University of North Florida

• HwanHee Song, University of North Florida