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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
FullText Text:
  Availability: 0
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  Data: The Integration of Social Emotional Learning in English as a Foreign Language Elementary Classrooms in Uruguay
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  Data: <searchLink fieldCode="AR" term="%22Sheila+Coli%22">Sheila Coli</searchLink><br /><searchLink fieldCode="AR" term="%22Mayra+C%2E+Daniel%22">Mayra C. Daniel</searchLink><br /><searchLink fieldCode="AR" term="%22Ximena+D%2E+Burgin%22">Ximena D. Burgin</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Emotional+Education%22"><i>International Journal of Emotional Education</i></searchLink>. 2024 16(2):57-72.
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  Label: Availability
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  Data: 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
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  Data: 16
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Improvement%22">Teacher Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Styles%22">Teaching Styles</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Uruguay%22">Uruguay</searchLink>
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  Data: 2073-7629
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  Label: Abstract
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  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 57
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Social Emotional Learning
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Teacher Improvement
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      – SubjectFull: Educational Practices
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      – SubjectFull: Teaching Styles
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      – SubjectFull: Uruguay
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    Titles:
      – TitleFull: The Integration of Social Emotional Learning in English as a Foreign Language Elementary Classrooms in Uruguay
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            NameFull: Sheila Coli
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            NameFull: Mayra C. Daniel
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            NameFull: Ximena D. Burgin
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              Type: published
              Y: 2024
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              Value: 2073-7629
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