Engaging Minds and Hearts: Social and Emotional Learning in English Language Arts

This article explores English language arts (ELA) as a tailor-made venue for the integration of Social and Emotional Learning (SEL) into existing curriculum. Using the Collaborative for Academic, Social, and Emotional Learning (CASEL) model of SEL, a review of the literature highlights that the natural affinity between ELA content and SEL objectives facilitates adaption with minimal disruption to ELA curriculum and provides mutually beneficial impacts. By reviewing existing ELA-based SEL programs and examples of effective integration of SEL concepts by teachers, the author makes a case for developing unscripted, versatile, and integrated approaches to SEL that build on teacher expertise and student feedback. Additionally, opportunities for integrated learning are outlined through the British Columbia ELA curriculum with implications for other jurisdictions. A case is made for a truly integrated model being necessary for creating a fundamental and lasting culture shift towards embedded SEL.