Creating a Social and Emotional Learning Community through Storytelling Journals: English Language Learning during Disruptive Times
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| Title: | Creating a Social and Emotional Learning Community through Storytelling Journals: English Language Learning during Disruptive Times |
|---|---|
| Language: | English |
| Authors: | Ellen Yeh (ORCID |
| Source: | TESOL Journal. 2025 16(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Social Emotional Learning, Culturally Relevant Education, Story Telling, Sense of Belonging, English Learners, Personal Narratives, Student Journals, Journal Writing, Cultural Background |
| DOI: | 10.1002/tesj.70001 |
| ISSN: | 1056-7941 1949-3533 |
| Abstract: | This study explores how culturally responsive teaching (CRT) and social and emotional learning (SEL) build a supportive environment and sense of belonging for English language learners (ELLs) by telling their own stories. This study emerged from a disruptive phase during a global crisis, when frameworks like the CRT-SEL model are needed to support students going through unprecedented challenges. The data were collected with 12 students who engaged in weekly storytelling and journaling discussions. The diverse group of students from three continents created 84 journal entries and 182 peer responses over the course of a semester. The manual data coding process utilized a hybrid approach for blending inductive and deductive coding techniques. The a priori codes were based on a previously existing model while allowing for data-driven codes to emerge to share the stories of the ELLs. This study illustrates how students were able to use components of storytelling to blend elements from the class and their cultural backgrounds. Furthermore, these students were able to share their innermost problems and challenges while supporting each other during such a difficult phase of their lives. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1472046 |
| Database: | ERIC |
| Abstract: | This study explores how culturally responsive teaching (CRT) and social and emotional learning (SEL) build a supportive environment and sense of belonging for English language learners (ELLs) by telling their own stories. This study emerged from a disruptive phase during a global crisis, when frameworks like the CRT-SEL model are needed to support students going through unprecedented challenges. The data were collected with 12 students who engaged in weekly storytelling and journaling discussions. The diverse group of students from three continents created 84 journal entries and 182 peer responses over the course of a semester. The manual data coding process utilized a hybrid approach for blending inductive and deductive coding techniques. The a priori codes were based on a previously existing model while allowing for data-driven codes to emerge to share the stories of the ELLs. This study illustrates how students were able to use components of storytelling to blend elements from the class and their cultural backgrounds. Furthermore, these students were able to share their innermost problems and challenges while supporting each other during such a difficult phase of their lives. |
|---|---|
| ISSN: | 1056-7941 1949-3533 |
| DOI: | 10.1002/tesj.70001 |
