The integration of social emotional learning into the CLIL classroom as a sustainable educational practice for society

Abstract

The following workshop description is part of an ongoing study in a thesis dissertation from the University of Extremadura in Spain, on “Social Emotional Learning and the curriculum”. The primary aim of this study is to equip teachers with the necessary knowledge, practical strategies, and resources to integrate Social and Emotional Learning (SEL) principles seamlessly into Content and Language Integrated Learning (CLIL) instruction. This integration will nurture emotionally intelligent, socially adept students, foster enriched learning experiences and prepare students for the challenges of the 21st century. During the workshop, an online survey assessed participants' initial comprehension of the concepts, aligning them with existing literature to identify knowledge gaps. Next, teacher training strategies were explored, encouraging participants to share experiences and discuss methods for improving CLIL instruction using SEL principles. Through role-playing and lesson demonstrations, attendees could actively understand and learn to apply effective SEL strategies within the CLIL context and explore diverse resources for CLIL instruction, including online materials from SEL-focused organizations and adaptable resources for diverse learners. Challenges such as teacher resistance, resource limitations, and student motivation were addressed through guided discussions. Evaluation and assessment methods, including journaling, peer observation, and professional learning communities, were presented to gauge SEL's integration into CLIL instruction. Through active engagement, small group discussions, and reflection exercises, participants collaborated throughout the workshop and by its conclusion, participants possessed a comprehensive understanding of integrating SEL into CLIL instruction, along with practical strategies and resources to enhance their teaching practices.