Integrating Social Emotional Learning to Foster Inclusivity in Tertiary Level English Classrooms

Abstract

Undergraduate learners transitioning from school to college often face challenges such as academic pressure, social anxiety, time management, and emotional well-being, all of which require both emotional support and guidance to resolve them competently. This research encourages the integration of the Social Emotional Learning (SEL) framework within tertiary-level English classrooms to strengthen the SEL skills of learners and aim to achieve India s National Education policy s (NEP 2020) goal of education towards holistic development of learners. newlineThe NEP 2020 of India envisions a holistic approach to education that prepares learners for the 21st century. It also emphasises the practice of a culturally relevant pedagogy that is learner-centred, equitable and capable of developing the learners social, ethical and emotional capabilities (Ministry of Human Resource Development (MHRD), 2020). English as a Second Language (ESL) classrooms are conducive to achieving these goals through an SEL based pedagogy. The Collaborative for Academic, Social, and Emotional Learning (CASEL) (Effective Social and Emotional Learning Programs. Preschool and Elementary School Edition, 2013) proposed five competencies such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making for the comprehensive development and success across academic, professional, and personal domains. With the goal of developing both the emotional intelligence and 21st-century employability skills of learners in language classrooms, this research documented and analysed activity-based classroom practices grounded in theories such as Social Constructivism (Vygotsky and Cole, 1978), Multiple Intelligences (MI) (Gardner, 1983) and Multicultural Education Framework (MCE) (McGee Banks and Banks, 1995) alongside SEL skills. Such an SEL integrated pedagogy resulted in a sustainable and inclusive classroom environment while enhancing the language skills of the undergraduate learners. newline