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

Authors

DOI:

https://doi.org/10.26817/16925777.1865

Keywords:

Social Emotional Learning, SEL, English as a Foreign Language, Uruguay, Teacher Professional Development, Culturally Responsive Pedagogy

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.   

 

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Author Biographies

Mayra C Daniel, Northern Illinois University

Mayra C. Daniel is professor Emerita, Department of Curriculum & Instruction, Northern Illinois University, De Kalb, Illinois, USA. Her research focuses on preparing and supporting educators to implement culturally responsive pedagogy in the United States and Latin America. 

Ximena D. Burgin , Northern Illinois University

Ximena D. Burgin is an Assistant Professor, Department of Educational Technology, Research, and Assessment, Northern Illinois University, De Kalb, Illinois, USA. Her research centers on culturally responsive pedagogy, and utilizing research-based methodologies to improve academic outcomes for diverse student populations. 

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Published

2024-12-30

How to Cite

Daniel, M. C., & Burgin , X. D. (2024). Teachers Prepare to Infuse Social-Emotional Learning in English as a Foreign Language Classes in Uruguay . GIST – Education and Learning Research Journal, 29(29). https://doi.org/10.26817/16925777.1865

Issue

Vol. 29 No. 29 (2024): GiST Education and Learning Research Journal

Section

Research Articles

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Copyright (c) 2024 GIST – Education and Learning Research Journal

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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