Socio-Emotional Resources
Socio Emotional Learning:
“Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.” CASEL 2021
Sumaryono, K., & Ortiz, F. W. (2004, May). Preserving the Cultural Identity of the English Language Learner [PDF]. Voice from the Middle, volume 11 number 4. Retrieved from: https://lead.nwp.org/wp-content/uploads/2017/10/preserving_cultural_identity_ell.pdf
Ottow, S. (25 April, 2018). The power of story for ELL’s and newcomers: Identity and empathy. Teaching Channel. Retrieved October 27, 2020 from
https://www.teachingchannel.com/blog/the-power-of-story-for-ells-and-
Newcomers-identity-and-empathy
Wells, A., Fox, L, Cordova-Cobo, D. (2016, February 9). How Racially Diverse Schools and Classrooms Can Benefit All Students. The Century Foundation.
Pearson, C. M., & Navarro, J. (2012). Bullying, ELLs, and the Additional Confound of Disabilities: What Are the Problems, and What Can Be Done About Them? in "Serving for a Better World": Selected Proceedings of the 2012 Michigan Teachers of English to Speakers of Other Languages Conference. 17-31.
Castro-Olivo, S.M. (2014). Promoting social-emotional learning in adolescent Latino ELLs: A study of the culturally adapted strong teens program. Psychology Quarterly, 29(4), 567-577.
National Clearinghouse for English Language Acquisition. (n.d.). Elevating English learners (ELs): Social and emotional supports for newcomer students. https://ncela.ed.gov/files/feature_topics/newcomers/ElevatingELs_SocialEmotionalSupportNewcomer.pdf
Cochran, K., & Karlin, N. (2016). The Influence of Teacher Power on English Language Learners’ Self-Perceptions of Learner Empowerment. College Teaching, 64(4), 158–167. https://doi.org/10.1080/87567555.2015.1126801.