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Strong classrooms start with strong emotional foundations.
In today’s multilingual and multicultural classrooms, supporting learners means attending not only to academic development but also to emotional well-being and social connection. Social-Emotional Learning for English Language Educators introduces practical, research-informed strategies for embedding social-emotional learning (SEL) into English language teaching.
This volume offers educators an accessible foundation in the principles of SEL and explores how SEL can enhance language learning, identity formation, classroom climate, and long-term learner success grounded in real-world teaching experiences and adaptable across diverse global contexts.
About the English Language Teacher Development Series
As the English language teaching field continually reinvents itself, the pressure is intense for language teachers to update their knowledge. The English Language Teacher Development Series is a set of short resource books written in an accessible manner for all types of teachers of English. The series offers a theory-to-practice approach, a variety of practical methods, and time for reflections that allow teachers to interact with the materials presented. The books can be used in preservice settings, in-service courses, and by individuals looking for ways to refresh their practice.
Luis Javier Pentón Herrera, PhD, is an award-winning Spanish and English educator and a best-selling author. In 2024, he was selected as the 2024 TESOL Teacher of the Year, awarded by the TESOL International Association and National Geographic Learning. He is a professor at VIZJA University, in Poland.
Grazzia Maria Mendoza Chirinos, MEd, MA, is an award-winning educator with 32 years of experience in education. She was awarded the Virginia French Allen Award for Scholarship and Service in 2018 and the Outstanding Advocate Award in 2023. Grazzia is a researcher at UW-Madison/WCER/WIDA. She is currently based in Tegucigalpa, Honduras.
Thomas S.C. Farrell, PhD, is a professor at Brock University, Canada. His professional interests include reflective practice and second language teacher education and development. He has published widely in these areas. His work can be found at www.reflectiveinquiry.ca. He is currently based in St. Catherines, Canada.