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Integrating Social and Emotional Learning Into Language Arts and Literacy Lessons: A Cross-Cultural Inquiry

Mon, April 20, 4:05 to 5:35pm, Virtual Room


The purpose of this cross-cultural study is to understand how language arts and literacy teachers of South Korea and the United States of America perceive the importance of social and emotional learning, and in what ways these teachers support the development of students’ social and emotional skills in a classroom. As a comparative inquiry, the study explores commonalities and differences in teacher perceptions and practices from an integrated approach of SEL and literacy instruction. The findings show that the participants utilize academic and nonacademic strategies to a varying degree of frequency. Although detailed examples of the SEL strategies vary, teachers in both countries see the need of SEL-integrated practices, and appraise positive impacts on students and the classroom environment.