The Role of Social and Emotional Learning in Language
DOI:
https://doi.org/10.69760/jales.2025002016Keywords:
Social and Emotional Learning, language education, affective filter, emotional intelligence, second language acquisitionAbstract
This article explores the integration of Social and Emotional Learning (SEL) into language education, emphasizing its role in fostering learner motivation, confidence, and communicative competence. Drawing on established frameworks such as CASEL and key educational theories—including Vygotsky’s Social Development Theory, Krashen’s Affective Filter Hypothesis, and Carl Rogers’ humanistic pedagogy—the paper highlights how emotional and interpersonal dynamics influence second language acquisition. It discusses the benefits of SEL-informed teaching, such as reduced anxiety, enhanced peer collaboration, and the development of emotional vocabulary. Practical strategies are provided, including mindfulness practices, storytelling, empathy-building tasks, and classroom norms that promote emotional safety. The paper also addresses limitations in implementation, such as time constraints, cultural considerations, and the challenge of assessment. Ultimately, it advocates for SEL as a core element of language instruction and calls for teacher training and curriculum development that reflect its value.
References
Alisoy, H., Hajiyeva, B., & Sadiqzade, Z. (2024). CONNECT WITH ENGLISH A2-B1 SPEAKING HANDBOOK. Journal of Azerbaijan Language and Education Studies, 1(2), 1-115.
Ashrafova, I. (2025). The Language That Rules the World: What’s Behind English’s Global Power?. Acta Globalis Humanitatis Et Linguarum, 2(2), 275-283. https://doi.org/10.69760/aghel.025002122
Babazade, Y. (2025). Speech Acts and Hidden Meaning: A Journey into Pragmatics. Acta Globalis Humanitatis et Linguarum, 2(1), 221-228.
Bai, B., Shen, B., & Wang, J. (2024). Impacts of social and emotional learning (SEL) on English learning achievements in Hong Kong secondary schools. Language Teaching Research, 28(3), 1176-1200.
Billy, R. J., & Garríguez, C. M. (2021). Why Not Social and Emotional Learning?. English Language Teaching, 14(4), 9-15.
Gkonou, C., & Mercer, S. (2017). Understanding emotional and social intelligence among English language teachers.
Ibrahimova, S. (2025). The Influence of Teacher Behavior on Classroom Discipline and Learner Autonomy. Porta Universorum, 1(3), 118-125. https://doi.org/10.69760/portuni.010311
Khudaverdiyeva, T. (2024). Enhancing Language Learning in Young Learners Through Azerbaijani Fairy Tales. EuroGlobal Journal of Linguistics and Language Education, 1(1), 141-150.
Kim, D. S., & Hong, C. E. (2019). Social and Emotional Learning in a Classroom: Language Arts and Literacy Teachers' Perceptions and Practices in South Korea and the United States. ie: inquiry in education, 11(2), 7.
Malloy, C. (2019). Associations between classroom language composition, teacher social-emotional support, and dual language learning preschoolers’ social behavior. Early Education and Development, 30(4), 439-455.
Mammadova, I. (2024). The Role of Proverbs in Language Learning: A Cognitive and Cultural Perspective. EuroGlobal Journal of Linguistics and Language Education, 1(1), 40-45. https://doi.org/10.69760/8qj8tr41
Melani, B. Z., Roberts, S., & Taylor, J. (2020). Social emotional learning practices in learning English as a second language. Journal of English Learner Education, 10(1), 3.
Nall, M. (2020). Supporting social and emotional learning in the EFL/ESL classroom: How the new science of child development can inform second language acquisition theory and practice. Journal of English Learner Education, 10(1), 5.
Oz, H., Demirezen, M., & Pourfeiz, J. (2015). Emotional intelligence and attitudes towards foreign language learning: Pursuit of relevance and implications. Procedia-Social and Behavioral Sciences, 186, 416-423.
Rivers, S. E., & Brackett, M. A. (2010). Achieving standards in the English language arts (and more) using The RULER Approach to social and emotional learning. Reading & Writing Quarterly, 27(1-2), 75-100.
Rzayeva, E. (2025). Drama in Foreign Language Education: Bridging Communication and Creativity. EuroGlobal Journal of Linguistics and Language Education, 2(1), 33-39.
Sadiqzade, Z. (2024). The Impact of Music on Language Learning: A Harmonious Path to Mastery. EuroGlobal Journal of Linguistics and Language Education, 1(1), 134-140. https://doi.org/10.69760/zma1bn56
Sadiqzade, Z. (2025). From Neologisms to Idioms: Tracing Literary Innovation in the Evolution of the English Lexicon. Porta Universorum, 1(1), 13-18. https://doi.org/10.69760/k2g75h54
Sadiqzade, Z., & Alisoy, H. (2024). Level-Up Learning: Using Games to Teach English Across Student Levels. EuroGlobal Journal of Linguistics and Language Education, 1(3), 181-194. https://doi.org/10.69760/egjlle.20240104
Storey, M. (2019). Engaging minds and hearts: Social and emotional learning in English Language Arts. Language and Literacy, 21(1), 122-139.
Windarti, W., Hendratno, H., Istiq’faroh, N. ., & Sabri, I. . (2025). Profile of Students’ Speaking Skills in Ludruk Extracurricular Activities at Elementary School. Journal of Innovation and Research in Primary Education, 4(2), 250–256. https://doi.org/10.56916/jirpe.v4i2.1226
Zamanova, U. (2024). The Linguistic Melting Pot: Understanding Borrowed Words in Modern English. Acta Globalis Humanitatis Et Linguarum, 1(2), 20-33. https://doi.org/10.69760/aghel.01024062
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Journal of Azerbaijan Language and Education Studies
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
