The Integration of Social Emotional Learning in English as a Foreign Language Elementary Classrooms in Uruguay
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| Title: | The Integration of Social Emotional Learning in English as a Foreign Language Elementary Classrooms in Uruguay |
|---|---|
| Language: | English |
| Authors: | Sheila Coli, Mayra C. Daniel, Ximena D. Burgin |
| Source: | International Journal of Emotional Education. 2024 16(2):57-72. |
| Availability: | Centre for Resilience and Socio-Emotional Health. Old Humanities Building (OH) Room 241, University of Malta, MSD 2080, Malta. Tel: +356-2340-3014; Web site: http://www.um.edu.mt/ijee |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, English (Second Language), Language Teachers, Elementary School Teachers, Social Emotional Learning, Faculty Development, Teacher Improvement, Educational Practices, Teaching Styles |
| Geographic Terms: | Uruguay |
| ISSN: | 2073-7629 |
| Abstract: | The integration of Social Emotional Learning (SEL) into educational settings has gained significant attention due to its positive correlation with student academic achievement and long-term success. While extensively studied in developed nations, empirical evidence regarding SEL implementation in Latin America (LA) remains limited. Uruguay, one of the few countries in LA integrating SEL into educational curricula, aims to bolster SEL practises to improve student outcomes. However, there is prevailing concern among Uruguayan teachers regarding the need for adequate training to effectively implement SEL. This qualitative study investigates the efforts of Uruguayan English as a Foreign Language (EFL) elementary teachers to embed SEL within their instruction. Following a three-week online SEL course, 22 teachers were observed using the SEL Coaching Toolkit. Findings revealed teachers' commitment to integrate SEL, yet inconsistencies and limited explicit SEL practises were observed. The study highlights a need for enhanced SEL training and support for educators. Recommendations include providing foundational SEL knowledge, fostering collaborative learning environments, and empowering educators to effectively nurture students' social emotional competencies, thereby advocating for equitable educational opportunities and fostering positive learning outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1452367 |
| Database: | ERIC |
| Abstract: | The integration of Social Emotional Learning (SEL) into educational settings has gained significant attention due to its positive correlation with student academic achievement and long-term success. While extensively studied in developed nations, empirical evidence regarding SEL implementation in Latin America (LA) remains limited. Uruguay, one of the few countries in LA integrating SEL into educational curricula, aims to bolster SEL practises to improve student outcomes. However, there is prevailing concern among Uruguayan teachers regarding the need for adequate training to effectively implement SEL. This qualitative study investigates the efforts of Uruguayan English as a Foreign Language (EFL) elementary teachers to embed SEL within their instruction. Following a three-week online SEL course, 22 teachers were observed using the SEL Coaching Toolkit. Findings revealed teachers' commitment to integrate SEL, yet inconsistencies and limited explicit SEL practises were observed. The study highlights a need for enhanced SEL training and support for educators. Recommendations include providing foundational SEL knowledge, fostering collaborative learning environments, and empowering educators to effectively nurture students' social emotional competencies, thereby advocating for equitable educational opportunities and fostering positive learning outcomes. |
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| ISSN: | 2073-7629 |
