Cultivating Empathy and Resilience: Implementing Social-Emotional Learning Strategies to Empower English Language Learners

Abstract

This study investigates how social-emotional learning (SEL) techniques help English language learners (ELLs) develop empathy and resilience. In this study, which uses a Convergent Mixed Methods design, teacher focus groups and classroom observations were used to acquire qualitative data while pre- and post-surveys were used to collect quantitative data. Eight English as a Second Language (ESL) teachers in the USA and 120 ELLs make up the participants. Both Bandura's Social Learning Theory and Vygotsky's Sociocultural Theory, which function as the study's compass and highlight the importance of social connections for kids' emotional and cognitive development. The results showed a statistically significant rise in students' empathy and resilience following the intervention, while qualitative analysis showed enhanced emotional engagement in the classroom and better teacher-student connections. In fact, integrating SEL into ESL instruction changed classroom dynamics and built a conducive learning environment. These findings in turn offer the belief that SEL strategies are critical to the holistic development of ELLs, improving academic and emotional well-being alike. In this connection, some recommendations include educator incorporation of SEL practices into the curriculum, and targeted teacher training.