A Framework for Developing Social and Emotional Learning (SEL) in Pre-primary CLIL

Abstract

Social and emotional learning (SEL) is the process of acquiring the competences to recognise and manage emotions and develop prosocial skills. Extensive research suggests that effective SEL interventions in pre-primary have a long-term impact on mental health, well-being, and social behaviours. At the same time, with the flourishing trend of introducing foreign languages from an earlier age in a contextualised and supportive setting, Content and Language Integrated Learning (CLIL) in pre-primary has become increasingly common. However, little empirical research exists that explores the depth and nature of social and emotional learning in young children in CLIL learning contexts. Similarly, there is a gap in existing legislative and educational frameworks to support SEL in pre-primary and, specifically, in pre-primary CLIL. In this context, the present chapter discusses the role of social and emotional learning in pre-primary CLIL and explores how the methodologies encouraged in successful CLIL classrooms can support the development of SEL in very young learners. The author proposes how existing SEL frameworks such as SAFE (CASEL, 2013 guide: Effective social and emotional learning programs: Preschool and elementary school edition. Chicago, 2015; Durlak, Weissberg, & Pachan, American Journal of Community Psychology, 45(3), 294–309, 2010, Child Development, 82(1), 405–432, 2011) can be adapted and scaffolded for use in pre-primary CLIL learning environments.