Emotion, Language, and Learning:
Abstract
This study explores how a third-grade teacher implemented culturally responsive social-emotional learning (CR-SEL) to support multilingual learners (MLs). The teacher adapted SEL lessons through an action research self-study to affirm students’ cultural and linguistic identities while promoting emotional well-being and academic engagement. Findings highlight that CR-SEL practices grounded in MLsʻ home languages, cultural values, and community knowledge fostered identity formation, emotional regulation, and deeper engagement. This research offers practical implications for teacher preparation and school-based SEL implementation in linguistically diverse classrooms, particularly in the Hawaiʻi context.
Fields of Study & Subjects
EFL/ESL Teaching and Learning
Multilingual Education and Policy
Early Childhood Education and Development
Publication details
- Journal / source
- International Journal of Multicultural Education
- Publisher
- Institute for Educational Research, Yonsei University
- Volume
- 28
- Issue
- 1
- Pages
- 134–158
- Publication date
- 22 April 2026