VIII. Academic Studies Congress | Andizhan, Uzbekistan

How to Implement Social and Emotional Learning (SEL) into ELT Teacher Training Syllabus

Not scheduled

20m

Description

How to Implement Social and Emotional Learning (SEL) into ELT Teacher Training Syllabus
• EQ revisited
• What is SEL?
• Why do we need it in formal Education?
• Implementation of SEL into ELT Teacher Training Syllabus

Abstract
The past 20 years have witnessed an explosion of interest in social and emotional learning (SEL). Research reviews have documented the value of SEL programs. Schools, families, and communities are partnering to promote the positive development and academic success of children and youth across the globe. Federal, state, and local policies have been established to foster the social, emotional, and academic growth of young people.
Although most evaluations have focused on school-based efforts, many programs extend beyond the school context, through parent training, in after-school programs, and in community-based organizations (Albright & Weissberg, 2010; Durlak, Weissberg, & Pachan, 2010). Although many SEL programs are universal in nature, in that they are intended for all youth, there have also been successful SEL efforts to target students who are experiencing different types of adjustment problems (Payton et al., 2008; in this volume, see Tolan, Nichols, & DuVal, Chapter 18; Wiley & Siperstein, Chapter 14). (Weissberg, et al, SEL Handbook, 2015 The Guilford Press, p.3).
This study covers the implementation of Social and Emotional Learning (SEL) (which is also named Collaborative for Academic, Social, and Emotional Learning (CASEL) as an organization with the mission to help establish evidence-based SEL as an essential part of preschool through high school education) (Weissberg, et al, SEL Handbook, 2015 The Guilford Press, p.6) principles into ELT Teacher Training. SEL is based on five competences such as 1. Competence in the self-awareness 2. Competence in the self-management 3. Competence in the social awareness 4. Relationship skills 5. Finally, responsible decision making. (Weissberg, et al, SEL Handbook, 2015 The Guilford Press, pp.6,7).
This is going to be a preliminary syllabus study, and along with the further studies Emotional Intelligence (EQ) constructs might also be added to the study. As it was said by Plato almost two thousand years ago “all learning has an emotional base” so the preliminary syllabus design will be covering not only formative language teaching but also students’ families’ and teachers’ social and emotional situation throughout the education process as a whole.
Finally, precise outcomes and the conclusions drawn out from the study will be discussed and shared with the participants related to their experiences in formal educational settings.