Social-Emotional Learning in the English Language Classroom: Fostering Growth, Self-Care, and Independence

by Luis Javier Pentón Herrera, Gilda Martinez-Alba

Overview

The incorporation of social and emotional learning (SEL) practices has been growing in the United States and around the world for some years. Many public and private educational systems, community organizations, and higher education institutions embrace SEL practices in various forms, such as wellness conversations, mindfulness interventions, trauma-informed practices, restorative circles, yoga, among many other interventions. Recent global events that our children, youth, and adults are experiencing, such as global pandemics, natural disasters, religious persecutions, forced migrations, social and political unrest, and violence, are reminding us of our interconnectedness as global citizens. At the same time, society and employers are now, more than ever, in desperate need of individuals who are emotionally intelligent (Harvard Business Review, 2015).While SEL is becoming increasing critical for learners' success, teachers often feel unprepared to incorporate or address it in their classrooms. This book serves as a practical, concise, and easy-to-follow reference that English language teachers in K-12 and adult education and English language teacher educators can use in their classrooms. It is one of the limited emerging SEL resources available that is tailored to the English language teaching field and contributes to filling the existing gap of SEL in English language education. Teachers will be equipped with the necessary knowledge and skills to practice self-care and be confident in implementing SEL in their learning spaces to support and benefit their learners.

Product Details

ISBN-13:	9781953745033
Publisher:	TESOL Press
Publication date:	10/04/2021
Sold by:	Barnes & Noble
Format:	eBook
Pages:	126
Sales rank:	55,805
File size:	2 MB

About the Author

Gilda Martinez-Alba is the Provost Fellow for Diversity and Inclusion helping to recruit and retain diverse faculty and students, and staff at Towson University (TU). She is also the Graduate Reading Program Director at TU, where teachers come to become reading specialists and can specialize in ESOL. Luis Javier Pentón Herrera has taught Spanish and English for Speakers of Other Languages (ESOL) at the K-12 and university levels. He currently serves as a Dissertation Core Faculty at American College of Education and as Adjunct Professor at two universities—University of Maryland, Global Campus, and The George Washington University. Gilda Martinez-Alba is the Provost Fellow for Diversity and Inclusion, helping to recruit and retain diverse faculty, students, and staff at Towson University (TU). She is also the Graduate Reading Program Director at TU, where teachers come to become reading specialists and can specialize in ESOL. Luis Javier Pentón Herrera has taught Spanish and English for Speakers of Other Languages (ESOL) at the K-12 and university levels. He currently serves as a Dissertation Core Faculty at American College of Education and as Adjunct Professor at two universities—University of Maryland, Global Campus, and The George Washington University. Gilda Martinez-Alba is the Provost Fellow for Diversity and Inclusion, helping to recruit and retain diverse faculty, students, and staff at Towson University (TU). She is also the Graduate Reading Program Director at TU, where teachers come to become reading specialists and can specialize in ESOL. Luis Javier Pentón Herrera has taught Spanish and English for Speakers of Other Languages (ESOL) at the K-12 and university levels. He currently serves as a Dissertation Core Faculty at American College of Education and as Adjunct Professor at two universities—University of Maryland, Global Campus, and The George Washington University.

Table of Contents

Preface v

Acknowledgments ix

Part I Preparing for Social-Emotional Learning

Chapter 1 Introducing Social-Emotional Learning in English Language Teaching 3

Chapter 2 Social-Emotional Learning in Teacher Preparation Programs 19

Chapter 3 Teacher Self-Care and Well-Being 39

Part II Practical Applications of Social-Emotional Learning

Chapter 4 Mindfulness 57

Chapter 5 Peace Education 71

Chapter 6 Restorative Practices 89

Conclusion 107

Appendix A Responding to Conflict 109

Appendix B Reflecting Inward 110

References 111