Social-emotional learning as a framework for foreign language instruction and teacher development

Abstract

In today’s conditions of globalization and instability, particularly in Ukraine, the integration of socialemotional learning (SEL) into foreign language teaching is becoming especially relevant. Emotional barriers, such as anxiety and fear of making mistakes, greatly complicate the process of language learning, which requires effective strategies to overcome them. The purpose of the article is to study the effectiveness of the implementation of SEL in teaching English and to determine the ways of preparing teachers for the integration of SEL in their pedagogical practice. Various research methods were used to achieve this goal, including analysis of international experience, approaches to teacher training, and the results of grant research.