ADAPTATION OF THE PROGRAM OF SOCIAL-EMOTIONAL AND ETHICAL LEARNING TO TEACHING ENGLISH LANGUAGE IN PRIMARY SCHOOL

Abstract

This article examines the importance of implementing social-emotional learning (SEL) in English language lessons for elementary school children. The authors emphasize that successful implementation of SEL requires not only quality methodological preparation but also a deep understanding of developmental psychology and the essence of this approach. The article highlights the positive impact of social-emotional learning on students’ emotional resilience, motivation, positive attitudes towards the school environment, and academic achievement. To achieve these goals, English language teachers working within the framework of SEL need to combine social exercises with the lesson content, ensuring the acquisition of both social and language skills by students. The article presents principles of SEL, such as sequence, activity, direction, and clarity, which are crucial for successful work with students. The role of the teacher in encouraging all students to reflect and discuss their ideas through additional questions and facilitating the development of specific emotional and social skills in students is underscored. The article also mentions that the practice of social-emotional learning can be extended through reflective exercises where students share their impressions and observations, contributing to further development of personal and social skills. Additionally, the article provides a list of sources that help expand understanding of theoretical approaches and practical implementation of SEL in educational institutions. Upon further analysis, the article emphasizes the following key points: the role of the English language teacher in stimulating all students to engage in active reflection and discussion through the use of additional questions, and the use of motivational imperative phrases on the board and participation in reflective practices that contribute to the development of emotional resilience and social skills in students.