Emotion, Language, and Learning: A Transformative Approach to SEL for Multilingual Students
Authors
- Mylia Briggs, Monica Gonzalez Smith
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Keywords:
Multilingual learners, culturally responsive teaching, socialemotional learning, teacher practice, identity affirmation, Hawai’iAbstract
This study explores how a third-grade teacher implemented culturally responsive social-emotional learning (CR-SEL) to support multilingual learners (MLs). The teacher adapted SEL lessons through an action research self-study to affirm students’ cultural and linguistic identities while promoting emotional wellbeing and academic engagement. Findings highlight that CR-SEL practices grounded in MLsʻ home languages, cultural values, and community knowledge fostered identity formation, emotional regulation, and deeper engagement. This research offers practical implications for teacher preparation and school-based SEL implementation in linguistically diverse classrooms, particularly in the Hawaiʻi context.
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