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<span style="font-size: 9.0pt; line-height: 107%; font-family: 'Cambria',serif; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; letter-spacing: -.15pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-weight: bold; mso-bidi-font-style: italic;">This paper outlines an exploratory study intended to document the contribution of a course unit on social-emotional learning (SEL) for English learners on English to Speakers of Other Languages (ESOL) teacher candidates&rsquo; beliefs concerning the approach. The paper begins with an overview of the concept of SEL and its importance in education. The paper then highlights several investigations that have examined the role of SEL in educator preparation from various perspectives. Next, the paper summarizes the logistics of a course unit on social-emotional learning for English learners embedded within a TESOL methodology course and outlines an exploratory study intended to determine the relevancy of the unit to participants&rsquo; convictions regarding the approach and its specific applicability to multilingual learners of English. Finally, the paper displays the preliminary results of the study and discusses the importance and relevancy of the findings for ESOL teacher education.&nbsp;

sem.2024.16.pdf

Original Research 

sem.2024.16.01.xml

Embedding Social-Emotional Learning into Pre-Service ESOL Teacher Education