Promoting Academic Growth for ELLs with Socioemotional Learning

The problem I want to address is the lack of soco-emotional support given to ELLs in their educational journey. This problem affects ELLs mentally as well as academically. There needs to be a focus on the academic aspect with support of the mental aspect. Without proper support, ELLS social and emotional health declines and their academic performance is not showcased to its fullest extent. Teachers are not able to differentiate lessons and develop plans for ELLs as their social and emotional health are not taken into consideration. By implementing strategies, the child’s full identity can be represented and their academic skills are showcased. This is showcased in a professional development, targeting teachers, and focusing on the learning goal of defining socioemotional learning and its connection to academic skills for ELLs. The findings of the associated research and professional development opportunity gives insight to how the use of socioemotional learning improves ELLs academic abilities. The field of socioemotional learning is an evolving subject, so research must continue in order to determine the most accurate information associated with the effect on academic development.

Grantor dc:publisher

SUNY Brockport, Department of Education and Human Development

Year dc:date.issued

2022

Author dc:creator

• Barrett, Joshus

Advisor dc:contributor.advisor

• Mazurett-Boyle, Rosa

• ELLs--English Language Learners
• Mainstream lassroom
• Differentiation
• ESOL--English for Speakers of Other Languages
• Professional Development--Teachers
• Socio-Emotional Support--Students

Language dc:language.iso

N/A

Handle dc:identifier.uri

http://hdl.handle.net/20.500.12648/7669

OAI record oai:identifier

https://soar.suny.edu/oai/request/?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Asoar.suny.edu%3A20.500.12648%2F7669