Integrating Social-Emotional Learning in Arabic Language Textbooks Within a ‎Culturally Diverse and Segregated Context

• In Event: AERA Roundtable Session Sunday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Culturally Responsive and Sustaining Pedagogy: Cases From Around the World (Table 10)

Abstract

Social-emotional learning (SEL) is crucial for student success. This study examines how ‎SEL skills are reflected in Arabic language textbooks in Arab elementary schools in Israel, ‎assessing their alignment with SEL principles. Through content and semiological analysis ‎of nine 'Arabic Our Language' textbooks (Grades 1-6), findings revealed an imbalance in the ‎prevalence of SEL skills. Interpersonal relationship skills were most frequent, while social ‎awareness was least represented, despite its importance in the Israeli context. There was ‎also a lack of SEL absorption in textbooks for lower grades (1-3) compared to higher grades ‎‎(4-6). These findings highlight the need for targeted interventions and policy changes to ‎integrate SEL effectively across all grade levels, addressing educational inequalities in a ‎segregated society.‎

Authors

• Athar Haj Yahya, Beit Berl College

• Haifa Majadly, Al-Qasemi Academic College of Education