Fostering Social-Emotional Competencies Through English Instruction: A Case Study of SEL Integration in Chinese Primary Schools

Yijia Zhang; Zishu Meng

doi:10.71204/hj1nf035

Authors

Yijia Zhang Queen Mary University of London Author
Zishu Meng Teacher's College of Beijing Union University Author

DOI:

https://doi.org/10.71204/hj1nf035

Keywords:

Social-Emotional Learning (SEL), English Education, Primary School

Abstract

Social-emotional learning (SEL) has gained global recognition for enhancing students' holistic development, yet its implementation in non-Western educational contexts remains underexplored. This mixed-methods case study investigates the integration of SEL principles into English language instruction at a Chinese primary school, addressing a significant gap in understanding how CASEL's five core competencies can support language acquisition in contexts where English is taught as a foreign language. Through in-depth interviews with three English teachers and systematic classroom observations, this study identified three primary challenges: student disengagement, proficiency disparities, and outdated instructional approaches. Following implementation of an integrated SEL-English curriculum based on CASEL's framework, classroom observations revealed significant improvements in student engagement, peer collaboration, and language participation. Specifically, incorporating self-awareness and self management activities addressed attention difficulties, while social awareness and relationship-focused strategies mitigated proficiency gaps through structured peer support. This study contributes to both theoretical understanding of SEL application in subject-specific contexts and practical knowledge for language educators. The findings suggest that systematic integration of SEL principles can transform primary English instruction while supporting China's educational goals of cultivating well-rounded talents with both linguistic competence and social-emotional skills. The results have important implications for teacher education programs, curriculum development, and educational policy in emerging SEL contexts.

Author Biography

Zishu Meng, Teacher's College of Beijing Union University

Zishu Meng is a lecturer in the Teacher's College at Beijing Union University. Their research focuses on the integration of social-emotional learning (SEL) in education, particularly within the context of English language instruction in primary schools, with an emphasis on fostering students' social-emotional competencies in diverse educational settings.

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