Social-Emotional Learning for English Language Educators

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.

Whether you are a new teacher or a seasoned educator seeking to respond to the emotional needs of your students more intentionally, this book provides a flexible, reflective guide to integrating SEL into your everyday 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 TESOL Teacher of the Year, awarded by the TESOL International Association and National Geographic Learning. He is a professor at VIZJA University, in Poland, and his teaching and research projects are situated at the intersection of identity, emotions, and well-being in language and literacy education, social-emotional learning, autoethnography and storytelling, refugee education, and language weaponization.

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. As a researcher at the University of Wisconsin Center for Education Research she developed the learning agenda for research to support educators and prioritized themes such as didactics, technology, and SEL.

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.

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