Understanding the Role of Social and Emotional Learning in EFL: An Exploratory Study of Elementary Public School Teachers (Poster 14)

• In Event: AERA Poster Session Twelve
  In Poster Session: Teacher and Teacher Preparation Poster Session One

Abstract

This qualitative study explored the perceptions, knowledge, and understanding of social and emotional learning (SEL) among Uruguayan elementary public-school teachers of English as a foreign language (EFL). Thirty-two participants responded to a Qualtrics survey administered after completing a three-week professional development (PD) intervention. Results suggest the workshop allowed participants to identify SEL as a beneficial classroom behavior-management strategy. Other strategies taught in the PD included mindfulness, identification of emotions, group work and ongoing feedback. Participants shared that SEL instruction promotes teamwork, supports a safer classroom, and helps learners understand that their decisions affect others. Findings suggest the need to provide Uruguayan elementary teachers opportunities to examine their pedagogical practices to promote students’ social emotional competencies (SEC) and reduce educational inequalities.

Authors

• Sheila Stefany Coli, Northern Illinois University
  Presenting Author

• Ximena D. Burgin, Northern Illinois University
  Presenting Author

• Mayra C. Daniel, Northern Illinois University
  Presenting Author