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CATESOL Book Review Reflection: Social-Emotional Learning in the English Language Classroom, Fostering Growth, Self-Care, and Independence by Luis Javier Penton-Herrera and Gilda Martinez-Alba
05/02/2025
Michelle Skowbo
Unsoon Won and Kara MacDonald
Introduction
With the focus on meeting district and state testing goals, university IEP entrance requirements, graduation goals, and more, teachers are often predominantly focused on the academics of language learning to develop linguistic and cultural proficiencies, overlooking the social and emotional aspects of learning. Social-Emotional Learning (SEL) is the process through which individuals acquire and apply knowledge, attitudes, and skills to understand and manage emotions, set and achieve positive goals, show empathy for others, maintain positive relationships, and make responsible decisions (CASEL, 2020; Durlak et al. 2011; Elias et al. 1997; Zins et al. 2004). Attending to and utilizing SEL interventions are in the intensive and face-paced language programs ELLs are enrolled in. SEL enhances academic performance, personal development, and emotional well-being, while fostering resilience, reducing stress, and preparing students for real-world situations. SEL awareness and interventions help learners manage the anxiety and stress of learning the English language, while cultivating engagement and motivation.
Social-Emotional Learning in the English Language Classroom: Fostering Growth, Self-Care, and Independence by Luis Javier Pentón Herrera and Gilda Martinez-Alba offers a practical guide for integrating SEL into English language teaching. Recognizing the growing importance of SEL in education, the authors address the need for English language educators to be equipped with strategies that promote both linguistic and emotional development.
Key Research Findings on SEL
Research demonstrates students' emotional states (i.e., anxiety, motivation, stress) significantly impact cognitive functions like memory and attention (Pekrun, 2006; Deci & Ryan, 2000). SEL helps increase intrinsic motivation by fostering a supportive and engaging environment where students feel safe to participate and take risks (Durlak et al., 2011), which are crucial for language learning (Pekrun, 2006; Deci & Ryan, 2000). SEL interventions have been shown to reduce language learning anxiety and improve test performance by teaching students’ self-regulation and coping skills (MacIntyre, 2020).
Preparing for SEL and Practical Applications of SEL in Language Learning
The book is divided into two parts: Preparing for SEL in the English Language Classroom and Practical Applications of SEL. Each part consists of three brief chapters, followed by a Conclusion. Chapter One: Introducing Social-Emotional Learning in the English Language Classroom; Chapter Two: Social Emotional Learning in Teacher Preparation Programs; Chapter Three: Teacher Self-Care and Well-Being; Chapter Four: Mindfulness; Chapter Five: Peace Education; Chapter Six: Restorative Practices; Conclusion.
This book and its topics are highly accessible for those familiar with SEL and those exploring it as a new topic. A summary of some principal topics covered are:
The Importance of SEL in Language Education
The authors emphasize that SEL is crucial for learners' success, especially in a global context with challenges such as pandemics, social unrest, and migration. They argue that emotionally intelligent individuals are better prepared to navigate these complexities. SEL serves students after trauma from varying contexts, students with interrupted formal education (SIFE), students with limited or interrupted formal education (SLIFE), refugee students with one or multiple countries of asylum and many other student groups
Teacher Preparation and Self-Care
The authors highlight the necessity for teacher preparation programs to incorporate SEL, ensuring that educators are not only skilled in language instruction but also in fostering emotional well-being. Self-care practices for teachers are also discussed as vital for maintaining a healthy learning environment. Addressing the core basic needs of students with trauma and interrupted education is essential as their experiences leave lasting impact on their learning and their ability as future adults to take care of themselves and their future children. The cycle of trauma is carried with them. Interventions need to start in the community – providing support, in part, for learners
Practical SEL Strategies
The authors provide concrete strategies for implementing SEL in the classroom, including mindfulness exercises, restorative practices, and peace education. These approaches aim to create supportive classroom communities that enhance both social and emotional learning. Students of all ages are not necessarily aware of the mind-body connection and the emotional-physical relationship. Yet with simple awareness and strategies to attend to their social and emotional context in any moment, given the present or past contexts, strategies give students control.
Reflective Practices and Assessment
The authors encourage practices to assess the effectiveness of SEL strategies and to adapt them to the unique needs of their students. This ongoing reflection is essential for continuous improvement in teaching practices. Reflective and restorative practices are shared, but they may be adapted and reinterpreted for the needs of the learners at hand.
Conclusion
Social-Emotional Learning in the English Language Classroom is a valuable resource for English language educators seeking to integrate SEL into their teaching in and out of the classroom and is also a great resource for teacher training programs looking to adapt their program curriculums to meet the needs of future teachers matriculated in such programs. By providing theoretical insights and practical strategies, the book supports the development of emotionally intelligent learners and educators, contributing to a more holistic approach to language education.
There are several key themes from the book. First, emotional engagement: When students feel a sense of belonging and safety in the classroom, they are more likely to keep trying even when language tasks are hard. Second, long-term learning Benefits: Students build important skills for life, such as being resilient, controlling their emotions, and handling challenges. Third, self-awareness and self-regulation: Students learn to recognize their emotions and how they impact their learning, helping them manage stress during exams or speaking tasks.
References
Brackett, M. A. (2019). Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive. Celadon Books.
Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., & Gullotta, T. P. (Eds.). (2015). Handbook of Social and Emotional Learning: Research and Practice. The Guilford Press.
Gregersen, T. S., & MacIntyre, P. D. (2020). "Exploring Emotions in Language Teaching: The Notion of Emotional Labor." Modern Language Journal, 104(2), 562-575.
Jones, S. M., & Doolittle, E. J. (2017). "Social and Emotional Learning: Introducing the Issue." The Future of Children, 27(1), 3-11.
Sakurai, S., & O’Malley, K. (2020). "Integrating Social-Emotional Learning into Language Education." Language and Literacy, 22(3), 86-105.
Schonert-Reichl, K. A. (2017). "Social and Emotional Learning and Teachers." The Future of Children, 27(1), 137-155.
Zinsser, K. M. (2021). Social-Emotional Learning Starts with Us: Empowering Teachers to Support Students. National Association for the Education of Young Children (NAEYC).
CASEL (Collaborative for Academic, Social, and Emotional Learning). (2021). State Scorecard Scan: SEL and Academic Integration.
CASEL (Collaborative for Academic, Social, and Emotional Learning). https://casel.org/
Edutopia. "Social and Emotional Learning.” https://www.edutopia.org/social-emotional-learning
Michelle Skowbo
Social-Emotional Learning in the English Language Classroom, Fostering Growth, Self-Care, and Independence by Luis Javier Penton-Herrera and Gilda Martinez-Alba
Unsoon Won and Kara MacDonald
Introduction
With the focus on meeting district and state testing goals, university IEP entrance requirements, graduation goals, and more, teachers are often predominantly focused on the academics of language learning to develop linguistic and cultural proficiencies, overlooking the social and emotional aspects of learning. Social-Emotional Learning (SEL) is the process through which individuals acquire and apply knowledge, attitudes, and skills to understand and manage emotions, set and achieve positive goals, show empathy for others, maintain positive relationships, and make responsible decisions (CASEL, 2020; Durlak et al. 2011; Elias et al. 1997; Zins et al. 2004). Attending to and utilizing SEL interventions are in the intensive and face-paced language programs ELLs are enrolled in. SEL enhances academic performance, personal development, and emotional well-being, while fostering resilience, reducing stress, and preparing students for real-world situations. SEL awareness and interventions help learners manage the anxiety and stress of learning the English language, while cultivating engagement and motivation.
Social-Emotional Learning in the English Language Classroom: Fostering Growth, Self-Care, and Independence by Luis Javier Pentón Herrera and Gilda Martinez-Alba offers a practical guide for integrating SEL into English language teaching. Recognizing the growing importance of SEL in education, the authors address the need for English language educators to be equipped with strategies that promote both linguistic and emotional development.
Key Research Findings on SEL
Research demonstrates students' emotional states (i.e., anxiety, motivation, stress) significantly impact cognitive functions like memory and attention (Pekrun, 2006; Deci & Ryan, 2000). SEL helps increase intrinsic motivation by fostering a supportive and engaging environment where students feel safe to participate and take risks (Durlak et al., 2011), which are crucial for language learning (Pekrun, 2006; Deci & Ryan, 2000). SEL interventions have been shown to reduce language learning anxiety and improve test performance by teaching students’ self-regulation and coping skills (MacIntyre, 2020).
Preparing for SEL and Practical Applications of SEL in Language Learning
The book is divided into two parts: Preparing for SEL in the English Language Classroom and Practical Applications of SEL. Each part consists of three brief chapters, followed by a Conclusion. Chapter One: Introducing Social-Emotional Learning in the English Language Classroom; Chapter Two: Social Emotional Learning in Teacher Preparation Programs; Chapter Three: Teacher Self-Care and Well-Being; Chapter Four: Mindfulness; Chapter Five: Peace Education; Chapter Six: Restorative Practices; Conclusion.
This book and its topics are highly accessible for those familiar with SEL and those exploring it as a new topic. A summary of some principal topics covered are:
The Importance of SEL in Language Education
The authors emphasize that SEL is crucial for learners' success, especially in a global context with challenges such as pandemics, social unrest, and migration. They argue that emotionally intelligent individuals are better prepared to navigate these complexities. SEL serves students after trauma from varying contexts, students with interrupted formal education (SIFE), students with limited or interrupted formal education (SLIFE), refugee students with one or multiple countries of asylum and many other student groups
Teacher Preparation and Self-Care
The authors highlight the necessity for teacher preparation programs to incorporate SEL, ensuring that educators are not only skilled in language instruction but also in fostering emotional well-being. Self-care practices for teachers are also discussed as vital for maintaining a healthy learning environment. Addressing the core basic needs of students with trauma and interrupted education is essential as their experiences leave lasting impact on their learning and their ability as future adults to take care of themselves and their future children. The cycle of trauma is carried with them. Interventions need to start in the community – providing support, in part, for learners
Practical SEL Strategies
The authors provide concrete strategies for implementing SEL in the classroom, including mindfulness exercises, restorative practices, and peace education. These approaches aim to create supportive classroom communities that enhance both social and emotional learning. Students of all ages are not necessarily aware of the mind-body connection and the emotional-physical relationship. Yet with simple awareness and strategies to attend to their social and emotional context in any moment, given the present or past contexts, strategies give students control.
Reflective Practices and Assessment
The authors encourage practices to assess the effectiveness of SEL strategies and to adapt them to the unique needs of their students. This ongoing reflection is essential for continuous improvement in teaching practices. Reflective and restorative practices are shared, but they may be adapted and reinterpreted for the needs of the learners at hand.
Conclusion
Social-Emotional Learning in the English Language Classroom is a valuable resource for English language educators seeking to integrate SEL into their teaching in and out of the classroom and is also a great resource for teacher training programs looking to adapt their program curriculums to meet the needs of future teachers matriculated in such programs. By providing theoretical insights and practical strategies, the book supports the development of emotionally intelligent learners and educators, contributing to a more holistic approach to language education.
There are several key themes from the book. First, emotional engagement: When students feel a sense of belonging and safety in the classroom, they are more likely to keep trying even when language tasks are hard. Second, long-term learning Benefits: Students build important skills for life, such as being resilient, controlling their emotions, and handling challenges. Third, self-awareness and self-regulation: Students learn to recognize their emotions and how they impact their learning, helping them manage stress during exams or speaking tasks.
References
Brackett, M. A. (2019). Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive. Celadon Books.
Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., & Gullotta, T. P. (Eds.). (2015). Handbook of Social and Emotional Learning: Research and Practice. The Guilford Press.
Gregersen, T. S., & MacIntyre, P. D. (2020). "Exploring Emotions in Language Teaching: The Notion of Emotional Labor." Modern Language Journal, 104(2), 562-575.
Jones, S. M., & Doolittle, E. J. (2017). "Social and Emotional Learning: Introducing the Issue." The Future of Children, 27(1), 3-11.
Sakurai, S., & O’Malley, K. (2020). "Integrating Social-Emotional Learning into Language Education." Language and Literacy, 22(3), 86-105.
Schonert-Reichl, K. A. (2017). "Social and Emotional Learning and Teachers." The Future of Children, 27(1), 137-155.
Zinsser, K. M. (2021). Social-Emotional Learning Starts with Us: Empowering Teachers to Support Students. National Association for the Education of Young Children (NAEYC).
CASEL (Collaborative for Academic, Social, and Emotional Learning). (2021). State Scorecard Scan: SEL and Academic Integration.
CASEL (Collaborative for Academic, Social, and Emotional Learning). https://casel.org/
Edutopia. "Social and Emotional Learning.” https://www.edutopia.org/social-emotional-learning