EDUCATOR SPOTLIGHT | MULTILINGUAL LEARNER SEL STRATEGIES

Educator Spotlight
Written By Josh Morales

Meeting the Social Emotional Needs of Multilingual Learners

by Stephanie Clagnaz, Ed.D. | LEDbetter


The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines social emotional learning (SEL) as follows: "SEL can help all young people and adults thrive personally and academically, develop and maintain positive relationships, become lifelong learners, and contribute to a more caring, just world."  Proficiency in social emotional competencies make students feel safe, connected, and more able to contribute to their own well being and that of others. As we examine the ways in which educators can meet the social emotional needs of multilingual learners, the CASEL Framework gives us a structure to review strategies that support these needs and help English learners to grow in each of the five domains of the CASEL Framework. 


SELF AWARENESS

The first domain, self-awareness, is defined by CASEL as “the ability to understand one’s own emotions, thoughts, and values and how they may impact one’s behavior”. In the classroom, do English learners understand that being a multilingual learner is an asset rather than a deficit? How do we place value on their life experiences and their ability to speak more than one language? Unfortunately, in some places, ENL students are viewed as a burden; one more thing we have to “deal” with rather than establishing a classroom culture of acceptance in which we celebrate students’ differences. There are simple ways of providing opportunities for ELLs to demonstrate their value. For example, periodically, invite them to teach classmates a few words or phrases in their native language. Afterward, use these words or phrases in class. Post signs in the classroom in both English and in the native languages of your students. On occasion, invite family members of your English learners to share a cultural tradition.

To help English learners identify and regulate their emotions, educators are called to teach them the English words that represent emotions. For young children, consider using “mood meters” or “feelings charts” to help them express emotions and feelings. In some cultures, the expression of emotion, especially between children and adults, is very different from the norm in the United States. It is therefore important to explicitly teach vocabulary that helps multilingual learners how to express themselves. Because there are language barriers and cultural differences, English learners often feel that they are different from their more English proficient peers. As such, instilling a growth mindset in all students helps to communicate that we all grow over time. This helps to implement an empathetic ‘can-do’ attitude within the classroom rather than creating an environment of ‘haves’ and ‘have-nots’.


SELF MANAGEMENT

Another SEL competency, self-management, is described as being "the ability to manage one’s emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations." As we approach anything with ENL students, the first step is to teach them the language needed to communicate. Further, young children may benefit from using props such as puppets to express their emotions. Students across grade levels can be engaged in role plays and writing activities to express how they feel, how they may have been treated, and how they respond to these situations. In addition to helping children to express themselves with language, a common SEL practice for self-management is equipping children and youth with strategies to identify and cope with stress. Be aware, however, that those who may have experienced trauma may need additional interventions with a counselor to alleviate extreme levels of stress. 


Many educators have had success with student self-management by teaching stress and anxiety relieving strategies such as deep breathing exercises, mindfulness through meditation, and providing time for physical movement or exercise. Breathing exercises help to slow the ‘fight-or-flight’ response that is often experienced when stressed. Teaching multilingual students to breathe deeply for a few moments goes a long way in helping them to manage emotions and stress. This can be enhanced through short moments of meditation, a mindfulness activity that encourages individuals to be grounded in the moment. Meditation will likely take the student’s mind off the anxiety that they are feeling and help them to become more in tune with their own bodies and feelings. Consider a few moments of meditation when students return from recess or when they initially enter your class. Finally, simple forms of physical activity, such as marching around the room or leaving their seats to form and work together in a circle, can help build ENL students’ capacity to manage stress. 


SOCIAL AWARENESS

When considering the SEL pillar of social awareness, "the ability to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts," English learners can benefit from opportunities to talk to classmates within classroom instruction as well as during informal discussions.

Teachers may consider a 1-minute turn-and-talk on an informal topic, such as what students did over a weekend or favorite family celebrations to provide opportunities for social interaction. At times, assigning talking pairs is beneficial to ensure that students of different backgrounds are interacting with each other. Regular opportunities for oral language use and development throughout the instructional process is highly recommended as well. Help all students to recognize the strengths that all classmates bring to discussions.

English learners may need scaffolding or assistance to engage in discussions. Common ENL strategies, such as providing sentence frames or starters or providing a word box to help less proficient English learners with academic vocabulary will provide multilingual learners with the support they may need. While these strategies are more commonly used within instructional processes, consider using similar techniques for informal conversations among students. Providing structured opportunities for informal conversations builds empathy and compassion among students when they are able to share life experiences and reflect on those of peers. You may stop at certain points in conversations such as these to have students ask one another simple questions, such as, “How did that make you feel? Or “What was that like for you?” Further, encouraging students to express gratitude for a peer sharing a life experience will also contribute to a classroom environment that communicates the value that all participants bring.


RELATIONSHIP BUILDING

Building relationship skills is a fourth component of social emotional learning for English learners. CASEL describes this as “the ability to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups.” Varying student learning groups and the sizes of such groups can help to achieve these goals. At times, consider placing students in groups with others that speak the same native language and during other learning experiences, place ENL students with more proficient English speakers. Over time, when interacting with lots of different students and groups, it is likely that the confidence of multilingual learners will grow, making acquisition of new knowledge somewhat easier. English learners may need support when working cooperatively with peers. Ensure that they understand the task and their roles within their group. Another benefit of working with peers in groups is that children are given opportunities to exercise leadership in various ways. Relationship skills will improve over time as they work with peers.

While working with peers, students will also improve their ability to resolve conflicts. Be aware that there may be cultural differences around how conflict resolution is understood and approached. You can provide models for resolving conflict, including the use of photos and videos for English learners. Students will likely need a good amount of practice, but learning how to negotiate and problem solve will enhance their relationship skills. Unfortunately, bullying is frequently an issue among students and educators may need to explain the negative effects of bullying. Consider providing some direct instruction in anti-bullying strategies and techniques. Through role play, engage children in acting out the roles of a bully and a victim. Allow the students to discuss the harmful impact of bullying and provide them with time to implement conflict resolution strategies that benefit all parties.


RESPONSIBLE DECISIONS

The final pillar of social emotional learning is responsible decision making or the ability to make “caring and constructive choices about personal behavior and social interactions across diverse situations.” English learners often bring different experiences to a classroom from their backgrounds in other countries and situations. This should be viewed as an asset and an opportunity to allow multilingual learners to provide an example that other students may not have experienced. Consider giving students choice in both social and academic situations so that their agency and engagement increases as they further their ability to make responsible decisions. Beginner ELLs and newcomers may need intentional explicit vocabulary instruction to acquire words and phrases needed to make choices and decisions. With practice, English learners are completely capable of increasing their capacity to make decisions that will benefit themselves and their communities. 

Along with their more proficient English speaking peers, ENL students need opportunities to reflect on their behavior and the choices they make as a part of learning to make responsible choices. Recognizing both good and bad choices they may make - and the consequences associated with these choices - is a key part in helping multilingual learners to increase their ability to make responsible decisions. Teachers may need to provide specific examples of choices that are made so that students can evaluate the results of their choices. As with any step in the process to meet the social emotional needs of English learners, ensure that students have the appropriate vocabulary needed to understand the difference between good and poor choices and the vocabulary needed to evaluate the consequences they may incur when a bad choice is made. 


OPPORTUNISTIC APPLICATIONS

We recommend that educators regularly incorporate SEL competencies school-wide rather than considering it a stand-alone program or an “add-on”. Look for opportunities to build relationships with students; get to know them and about their unique experiences. Do you have students that have been separated from their families? For immigrant students, what was their experience like when they traveled to the United States? Additionally, provide opportunities for students and adults to examine their own biases. Some have experienced discrimination based on various factors, including skin color, language difference, or disability. Many ENL students have experienced trauma, such as being separated from family members, threats of deportation, feelings of being alienated from peers, and the lack of a sense of belonging. As educators, we are called to create and maintain a welcoming and nurturing environment that provides ongoing opportunities to meet the social emotional needs of multilingual learners. 


How can LEDbetter help? We provide professional development and coaching that is designed to meet the specific and individual needs of your learning community. Our approach is steeped in student data analysis and comprehensive in that we recognize the social emotional needs of ENL students along with their academic needs. Our professional staff is well-versed in strategies that help to scaffold and support the learning and development of multilingual learners. Contact us today to discuss your needs and to collaborate with us to move your learning community forward!


To learn more about how we can support you, please email excelerator@led-better.org, or schedule a call with us.


Josh Morales
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