Abstract

Culturally and linguistically diverse (CLD) students face more complex social-emotional and socio-cultural challenges than their mainstream peers as part of their development and socialization in U.S. schools. Social-Emotional Learning (SEL) has been found to be beneficial in the academic and social success of all students; however, limited research has been conducted on the effects of SEL interventions on CLD populations’ core SEL competencies. With the unique needs of English Language Learners (ELLs) in mind, this study analyzes existing intervention data to evaluate the effects of a culturally adapted SEL program on participants’ five core SEL competencies (i.e. relationship skills, self-awareness, responsible decision making, social awareness, and self-management). Results indicate that the intervention was effective at improving participants’ self-awareness and relationship skills. Implications for measuring each core SEL competency instead of global constructs such as resiliency for all populations, including CLD students, are discussed.

摘要

作为他们在美国学校发展和社会化的一部分，文化和语言多样化 (CLD) 的学生比他们的主流同龄人面临更复杂的社会情感和社会文化挑战。社会情绪学习 (SEL) 已被发现对所有学生的学业和社会成功有益；然而，关于 SEL 干预对 CLD 人群核心 SEL 能力的影响的研究有限。考虑到英语学习者 (ELL) 的独特需求，本研究分析了现有的干预数据，以评估适应文化的 SEL 计划对参与者的五项核心 SEL 能力（即关系技能、自我意识、负责任的决策、社会意识和自我管理）。结果表明，干预在提高参与者的自我意识和人际关系技巧方面是有效的。讨论了衡量每个核心 SEL 能力而不是全局结构的含义，例如所有人群（包括 CLD 学生）的弹性。