The importance of developing social and emotional learning (SEL) within the CLIL classroom, with special reference to Spain

  1. Mortimore, Louisa Jane
Journal:
Encuentro: revista de investigación e innovación en la clase de idiomas

ISSN: 1989-0796

Year of publication: 2017

Issue: 26

Pages: 126-140

Type: Article

More publications in: Encuentro: revista de investigación e innovación en la clase de idiomas

Abstract

The Spanish Law of Education (LOMCE)1 of 2013 states that teachers and schools have the responsibility to foster students’ personal growth and social integration (BOE 2013, Article 12886, p. 97858-9). Meanwhile, the progressive implementation of bilingual education in many autonomous communities within Spain, such as the Autonomous Community of Madrid, has necessarily shifted teaching towards approaches such as Content and Language Integrated Learning (CLIL). This article presents an argument for the compatibility and mutual inclusiveness of CLIL and the objectives of the LOMCE regarding social and emotional learning.

Bibliographic References

  • Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Allyn & Bacon.
  • Australian Curriculum (2013). General capabilities in the Australian curriculum. January 2013. Literacy p. 1-22.
  • Baijal, S., Jha, A. P., Kiyonaga, A., Singh, R., & Srinivasan, N. (2011). The influence of concentrative meditation training on the development of attention networks during early adolescence. Frontiers in Psychology, 2, 1-9.
  • Barnes, V. A., Bauza, L. B., & Treiber, F. A. (2003). Impact of stress reduction on negative school behaviour in adolescents. Health and Quality of Life Outcomes, 1 (10), 1–7.
  • Blakemore, S. J., & Mills, K. L. (2014). Is adolescence a sensitive period for sociocultural processing? Annual review of psychology, 65, 187-207.
  • Brown, K. W., Weinstein, N., & Creswell, J. D. (2012). Trait mindfulness modulates neuroendocrine and affective responses to social evaluative threat. Psychoneuroendocrinology, 37(12), 2037-2041.
  • Carro, J., Cabrales, A., & Anghel, B. (2012). Evaluating a bilingual education program in Spain: the impact beyond foreign language learning. Universidad Carlos III de Madrid. Departamento de Economía. Retrieved from: http://www.eco.uc3m.es/~jcarro/papers/10.1111-ecin.12305_publicado.pdf [Last accessed 12/02/2018]
  • Clark, D., (2010). Attitude and Performance [web blog]. Retrieved from: http://www.nwlink.com/~donclark/performance/attitude.html [Last accessed 12/02/2018]
  • Collaborative for Academic, Social, and Emotional Learning, (2003). Safe and Sound: An Educational Leader’s Guide to Evidence-based Social and Emotional Learning Programs. Chicago: CASEL. Retrieved from: http://www.communityschools.org/assets/1/AssetManager/1A_Safe_&_Sound.pdf [Last accessed 12/02/2018]
  • Collaborative for Academic, Social, and Emotional Learning (CASEL), (2018). [web blog]. Retrieved from: http://www.casel.org/core-competencies/[Last accessed 11/02/2018]
  • Chiesa, A., & Serretti, A. (2010). A systematic review of neurobiological and clinical features of mindfulness meditations. Psychological Medicine, 40(08), 1239–1252.
  • Comunidad de Madrid. (2016a). La Educación Bilingüe en La Comunidad de Madrid. http://www.madrid.org/cs/Satellite?blobcol=urldata&blobheader=image%2Fjpg&blobheadername1=Contentdisposition&blobheadername2=cadena&blobheadervalue1=filename%3DBilingues_15- 16.jpg&blobheadervalue2=language%3Des%26site%3DPortalEducacion&blobkey=id&blobtable=MungoBlobs &blobwhere=1352894323569&ssbinary=true [Last accessed 12/11/2018]
  • Comunidad de Madrid (2016b). Boletín Oficial de la Comunidad de Madrid. Orden 5958/2010, de 7 de diciembre. Retrieved from: http://www.bocm.es/boletin/CM_Orden_BOCM/2016/02/10/BOCM-20160210-13.PDF [Last accessed 12/02/2018]
  • Comunidad de Madrid (2016c). Datos y Cifras de la Educación 2016-7. Retrieved from: http://www.madrid.org/cs/Satellite?blobcol=urldata&blobheader=application%2Fpdf&blobheadername1=Conte ntdisposition&blobheadername2=cadena&blobheadervalue1=filename%3DNota+Portal+Transparencia2.pdf&blo bheadervalue2=language%3Des%26site%3DPortalEducacion&blobkey=id&blobtable=MungoBlobs&blobwher e=1352925447148&ssbinary=true [Last accessed 12/02/2018]
  • Coyle, D., Hood, P. & Marsh, D (2010) CLIL. Cambridge: CUP.
  • Desbordes, G., Negi, L. T., Pace, T. W., Wallace, B. A., Raison, C. L., & Schwartz, E. L. (2012). Effects of mindful-attention and compassion meditation training on amygdala response to emotional stimuli in an ordinary, non-meditative state. Frontiers in Human Neuroscience, 6.
  • Dornyei, Z. (1994) Motivation and Motivating in the Foreign Language Classroom. The Modern Language Journal, Vol. 78, No. 3 (Autumn, 1994), pp. 273-284. Blackwell Publishing on behalf of the National Federation of Modern Language Teachers Associations. Retrieved from: http://www.jstor.org/stable/330107 [Last accessed 12/02/2018]
  • Dörnyei, Z., & Ushioda, E. (2013). Teaching and researching: Motivation. Routledge
  • Education Development Center, (n/d). Social and Emotional Learning (SEL) and Student Benefits: Implications for the Safe Schools/Healthy Students Core Elements. Research Implications for the Safe Schools/Healthy Students Core Elements. Retrieved from: https://eric.ed.gov/?id=ED505369 [Last accessed 12/02/2018]
  • Goldin, P. R., & Gross, J. J. (2010). Effects of mindfulness-based stress reduction (MBSR) on emotion regulation in social anxiety disorder. Emotion, 10 (1), 83.
  • The Graz Group, (2015). The "Pluriliteracies for Teaching and Learning" Model. [web blog]. Retrieved from: http://pluriliteracies.ecml.at/Model/tabid/4269/language/en-GB/Default.aspx [Last accessed 12/02/2018]
  • Hölzel, B. K., Carmody, J., Evans, K. C., Hoge, E. A., Dusek, J. A., Morgan, L., … Lazar, S. W. (2010). Stress reduction correlates with structural changes in the amygdala. Social Cognitive and Affective Neuroscience, 5 (1), 11–17.
  • Kessler, R. C., Amminger, G. P., Aguilar-Gaxiola, S., Alonso, J., Lee, S., & Ustun, T. B. (2007). Age of onset of mental disorders: A review of recent literature. Current Opinion in Psychiatry, 20(4), 359–364. Retrieved from: https://www.ncbi.nlm.nih.gov/pubmed/17551351 [Last accessed 12/02/2018]
  • Krashen, S. (1982) Principles and practice in Second language acquisition. Retrieved from: http://www.sdkrashen.com/content/books/principles_and_practice.pdf [Last accessed 12/02/2018]
  • Krathwohl, D., Bloom, B., Masia, B. (1973). Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay Co., Inc.
  • Laevers, F. (2002). Forward to Basics! Deep-Level-Learning and the Experiential Approach, Early Years. Indivisa. Boletín de Estudios e Investigación de Estudios Universitarios La Salle. 003. pp. 9-16. Madrid.
  • Lantieri, L., & Goleman, D. (2014). Building emotional intelligence: Practices to cultivate inner resilience in children. Sounds True.
  • LOMCE, (2013, 10th December). Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. Boletín Oficial del Estado (BOE), 295, 97858-97921. Retrieved from https://www.boe.es/boe/dias/2013/12/10/pdfs/BOE-A-2013-12886.pdf [Last accessed: 12/02/2018]
  • MacIntyre, P. & Gardner, R. (1991). Methods and results in the study of anxiety and language learning: a review of the literature. In Language Learning Vol. 41, No. 1. (p 85-112).
  • Meyer, O., Coyle, D., Halbach, A., Schuck, K., & Ting, T. (2015). A pluriliteracies approach to content and language integrated learning–mapping learner progressions in knowledge construction and meaning-making. Language, Culture and Curriculum, 28(1), 41-57. Retrieved from: http://pluriliteracies.ecml.at/Portals/54/Article.pdf [Last accessed 12/02/2018]
  • Mills, K. L., Lalonde, F., Clasen, L. S., Giedd, J. N., & Blakemore, S. J. (2014). Developmental changes in the structure of the social brain in late childhood and adolescence. Social Cognitive and Affective Neuroscience, 9(1), 123- 131. Retrieved from: https://academic.oup.com/scan/article/9/1/123/1675831 [Last accessed 12/02/2018]
  • Mindful Schools (2010-2017). [web page] Retrieved from: http://www.mindfulschools.org/ [Last accessed 12/02/2018]
  • Ministerio de la Presidencia, y para las Administraciones Territoriales. Boletín del Estado (BOE) 2013, Article 12886, p. 97858-9. Retrieved from: https://www.boe.es/diario_boe/txt.php?id=BOE-A-2013-12886 [Last accessed 12/02/2018]
  • Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness Training for Elementary School Students. Journal of Applied School Psychology, 21(1), 99–125.
  • National Research Council. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Committee on Defining Deeper Learning and 21st Century Skills. J. W. Pellegrino & M. L. Hilton (Eds.). Board on Testing and Assessment and Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. Retrieved from: https://www.hewlett.org/wp-content/uploads/2016/08/Education_for_Life_and_Work.pdf [Last accessed 12/02/2018]
  • Roemer, L., Williston, S. K., & Rollins, L. G. (2015). Mindfulness and emotion regulation. Current Opinion in Psychology, 3, 52–57.
  • Sanger, K. L., & Dorjee, D. (2016). Mindfulness training with adolescents enhances metacognition and the inhibition of irrelevant stimuli: Evidence from event-related brain potentials. Trends in Neuroscience and Education, 5(1), 1- 11. Retrieved from: http://www.sciencedirect.com/science/article/pii/S2211949316300011[Last accessed 12/02/2018]
  • Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52-66.
  • Seldon, A. (2010) An end to factory schools: an education manifesto 2010-2020. Retrieved from: https://www.cps.org.uk/files/reports/original/111027123933- 20100319PublicServicesAnEndToFactorySchools.pdf [Last accessed 12/02/2018]
  • Semple, R. J., Lee, J., Rosa, D., & Miller, L. F. (2010). A randomized trial of mindfulness-based cognitive therapy for children: promoting mindful attention to enhance social-emotional resiliency in children. Journal of Child and Family Studies, 19(2), 218–229.
  • Siegel, D. (2007). Mindfulness training and neural integration: differentiation of distinct streams of awareness and the cultivation of well-being. Social Cognitive Affective Neuroscience 2 (4), 259-263. Retrieved from: https://academic.oup.com/scan/article/2/4/259/1676806/Mindfulness-training-and-neural-integration [Last accessed 12/02/2018]
  • Siegel, D. (2014) The essence of adolescence. [web blog]. Retrieved from: https://www.psychologytoday.com/blog/inspire-rewire/201401/the-essence-adolescence [Last accessed 12/02/2018]
  • Siegel, D. (2016) [video file] Brainstorm: the power and purpose of the teenage brain. Retrieved from: https://www.youtube.com/watch?v=H1pf1xTMUng [Last accessed 12/02/2018]
  • Tang, Y. Y., Lu, Q., Geng, X., Stein, E. A., Yang, Y., & Posner, M. I. (2010). Short-term meditation induces white matter changes in the anterior cingulate. Proceedings of the National Academy of Sciences, 107(35), 15649- 15652.
  • Van den Hurk, P. A., Giommi, F., Gielen, S. C., Speckens, A. E., & Barendregt, H. P. (2010). Greater efficiency in attentional processing related to mindfulness meditation. The Quarterly Journal of Experimental Psychology, 63(6), 1168-1180.
  • Weare, K. (2013). Developing mindfulness with children and young people: a review of the evidence and policy context. Journal of Children's Services, 8(2), 141-153.
  • Wurdinger, D. D., & Carlson, J. A. (2010). Teaching for experiential learning: Five approaches that work. Lanham, MD. Rowman & Littlefield Education.
  • Zins, J. E. (Ed.). (2004). Building academic success on social and emotional learning: What does the research say?. Teachers College Press.