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Teachers Prepare to Infuse Social-Emotional Learning in English as a Foreign Language Classes in Uruguay

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Title: Teachers Prepare to Infuse Social-Emotional Learning in English as a Foreign Language Classes in Uruguay
Language: English
Authors: Mayra C. Daniel (ORCID 0000-0003-2702-0071), Ximena D. Burgin (ORCID 0000-0002-3494-569X)
Source: GIST Education and Learning Research Journal. 2024 (29):37-56.
Availability: Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Third Floor, Bogata, Columbia. Tel: +571-281-1777 Ext 1291; e-mail: gist@unica.edu.co; Web site: https://latinjournal.org/index.php/gist/index
Peer Reviewed: Y
Page Count: 20
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Social Emotional Learning, English (Second Language), Second Language Instruction, Second Language Learning, Foreign Countries, Teacher Attitudes, Culturally Relevant Education, Faculty Development, Online Courses, Educational Practices, Feedback (Response), Rating Scales, Intervention, Pedagogical Content Knowledge, Educational Benefits, Kindergarten, Elementary School Teachers, Language Teachers
Geographic Terms: Uruguay
ISSN: 1692-5777
2248-8391
Abstract: This qualitative case study examined teachers' views on integrating Social-Emotional Learning (SEL) and its role in supporting Culturally Responsive Pedagogy (CRP). A total of 32 K-5th grade English as a Foreign Language (EFL) Uruguayan teachers completed a three-week online asynchronous professional development. Participants' training focused on SEL principles, practices, and strategies for the English as a foreign language classroom. During the training, a three-scale rubric (0 - 3 points) served to formatively assess and provide feedback to the participants on completing weekly tasks. The evaluation examined the content of the teachers' reflection and applications to practice. Feedback focused on how well teachers grasped the theoretical content and its integration. Once the training was completed, participants answered four open-ended questions in an online repository questionnaire. Findings document that after the intervention, the teachers perceived that students benefitted from learning about SEL and its implementation, and they came to believe that SEL principles need to become an integral part of instructional planning in Uruguay's EFL classrooms.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1468475
Database: ERIC
FullText Text:
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  Data: Teachers Prepare to Infuse Social-Emotional Learning in English as a Foreign Language Classes in Uruguay
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  Data: <searchLink fieldCode="AR" term="%22Mayra+C%2E+Daniel%22">Mayra C. Daniel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2702-0071">0000-0003-2702-0071</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ximena+D%2E+Burgin%22">Ximena D. Burgin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3494-569X">0000-0002-3494-569X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22GIST+Education+and+Learning+Research+Journal%22"><i>GIST Education and Learning Research Journal</i></searchLink>. 2024 (29):37-56.
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  Data: Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Third Floor, Bogata, Columbia. Tel: +571-281-1777 Ext 1291; e-mail: gist@unica.edu.co; Web site: https://latinjournal.org/index.php/gist/index
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  Data: <searchLink fieldCode="DE" term="%22Uruguay%22">Uruguay</searchLink>
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  Data: 1692-5777<br />2248-8391
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  Data: This qualitative case study examined teachers' views on integrating Social-Emotional Learning (SEL) and its role in supporting Culturally Responsive Pedagogy (CRP). A total of 32 K-5th grade English as a Foreign Language (EFL) Uruguayan teachers completed a three-week online asynchronous professional development. Participants' training focused on SEL principles, practices, and strategies for the English as a foreign language classroom. During the training, a three-scale rubric (0 - 3 points) served to formatively assess and provide feedback to the participants on completing weekly tasks. The evaluation examined the content of the teachers' reflection and applications to practice. Feedback focused on how well teachers grasped the theoretical content and its integration. Once the training was completed, participants answered four open-ended questions in an online repository questionnaire. Findings document that after the intervention, the teachers perceived that students benefitted from learning about SEL and its implementation, and they came to believe that SEL principles need to become an integral part of instructional planning in Uruguay's EFL classrooms.
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  Data: 2025
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  Data: EJ1468475
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 37
    Subjects:
      – SubjectFull: Social Emotional Learning
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Feedback (Response)
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      – SubjectFull: Rating Scales
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      – SubjectFull: Intervention
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      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Uruguay
        Type: general
    Titles:
      – TitleFull: Teachers Prepare to Infuse Social-Emotional Learning in English as a Foreign Language Classes in Uruguay
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              Y: 2024
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