scholarly journals The Teaching and Learning Cultural Competence in a Multicultural Environment (CCMEn) Model

2020 ◽  
Vol 10 (2) ◽  
pp. 154-163
Author(s):  
Isabel Antón-Solanas ◽  
Margarida Coelho ◽  
Isabel Huércanos-Esparza ◽  
Valérie Vanceulebroeck ◽  
Indrani Kalkan ◽  
...  
Keyword(s):  
Higher Education ◽  
Second Language ◽  
Cultural Competence ◽  
Design Theory ◽  
Teaching And Learning ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Educational Approach ◽  
Social And Emotional ◽  
Multicultural Environment

Background: Within the European higher education context, students and lecturers are encouraged to engage in teaching and learning activities abroad. This frequently involves using a second language and being exposed to students and lecturers from culturally different backgrounds. Objective: To design a model for teaching and learning cultural competence in a multicultural environment (CCMEn). Design: Theory development from empirical experience, research, and scholarly works. Method: This model was developed based on our experience of teaching and learning cultural competence in a multicultural environment in a nursing education context; it rests on three pillars, namely, Coyle’s Content and Language Integrated Learning educational approach, the concept of social and emotional learning, as defined by the Collaborative for Academic, Social and Emotional Learning, and the existing literature surrounding teaching and learning cultural competence in higher education. Results: The CCMEn model is intended to guide the process of teaching and learning cultural competence in a multicultural environment through the use of a second language and has been adapted from existing educational approaches and theory. Conclusion: Teaching and learning in multilingual and multicultural contexts in Europe is becoming more common. Students who learn alongside students and teachers from different cultural backgrounds need to be supported from an academic, linguistic and socioemotional perspective. We believe that the CCMEn model can serve as a guide to enhancing student learning in this context.

scholarly journals THE NEEDS OF SOCIAL AND EMOTIONAL LEARNING MODULE: A SYSTEMATIC LITERATURE ANALYSIS

2021 ◽  
Vol 6 (44) ◽  
pp. 52-67
Author(s):  
Mahathir Muhammad ◽  
Aznan Che Ahmad
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Literature Analysis ◽  
Emotional Competency ◽  
Learning Modules ◽  
Social And Emotional ◽  
Learning Instruction ◽  
Capital Development

Social and emotional learning in world education are very important in human capital development. A person equipped with high social and emotional skills are able to manage daily life challenge, building positive relationship and capable to make rational decisions. Therefore, all these skills can be taught as early as preschool level to tertiary education. In order to achieve social and emotional learning in school, a teaching and learning modules are most needed. Thus, this study aims to investigate and examine the needs of modules based on teacher perspectives and the use of existing module such as PATHS and Second Step. The source for the articles obtained are available online from the Google Scholar, Elsevier, MyCite, and ERIC and the collected data were analyzed thematically. This study found that the social and emotional learning modules were needed to increase pupils’ social and emotional competency, academic improving, problematic behavior changing and as learning instruction resources. Future studies in systematic literature analysis can be conducted by focusing in qualitative method, school administration and parents as respondents and others social and emotional learning modules mentioned in this study.

scholarly journals Teaching a Social and Emotional Learning Curriculum: Transformative Learning through the Parallel Process

2017 ◽  
Vol 6 (6) ◽  
pp. 163
Author(s):  
Jennifer Cullen ◽  
Geraldine Bloemker ◽  
Jeannette Wyatt ◽  
Michele Walsh
Keyword(s):  
Transformative Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Social And Emotional Learning ◽  
Teaching Experience ◽  
Parallel Process ◽  
Emotional Learning ◽  
Faculty Members ◽  
Social And Emotional ◽  
Transition From High School

Social and emotional learning (SEL) curriculum included among freshman seminar content for enhanced academic performance and better overall adjustment, can support freshman in the transition from high school to college.  As such, the university participating in this study has increased the number of students taking freshman seminars. To accommodate the increase in SEL sections, several nonclinical faculty members were invited to teach the seminar which required training in the SEL curriculum.  The purpose of this study was an exploratory assessment of the process of teaching the SEL curriculum to determine the perceived impact of both the training and teaching experience on the faculty members and their teaching styles.  This was a qualitative study, using a systematic thematic content analysis of transcribed interviews. Results indicated the emergence of several themes that highlighted a transformative learning experience for the faculty and indicated that there is a parallel process in teaching and learning.  

scholarly journals Educating for Comprehensive Well-being

2020 ◽  
Vol 3 (3) ◽  
pp. 406-436
Author(s):  
Stanton Wortham ◽  
Renata Love-Jones ◽  
William Peters ◽  
Stacy Morris ◽  
Juan Cristóbal García-Huidobro
Keyword(s):  
Good Life ◽  
Social And Emotional Learning ◽  
Educational Practice ◽  
Well Being ◽  
Emotional Learning ◽  
Whole Child ◽  
Educational Approach ◽  
Social And Emotional ◽  
Making Sense ◽  
Educational Movements

Purpose: Educational approaches that advocate “well-being,” the “whole child,” “social and emotional learning,” “character,” and the like emphasize human development beyond the acquisition of knowledge and skills. These approaches vary widely in their views of human nature, their visions of a good life, and their prescriptions for educational practice. This article maps out heterogeneous contemporary approaches to “well-being” and related constructs, thereby allowing researchers, educators, and policymakers to understand the divergent assumptions made by the proliferating approaches to education that go beyond academics. Design/Approach/Methods: This article presents results from a 2-year project, which included interviews with advocates of different approaches and review of key literature about eleven educational approaches to “well-being,” the “whole child,” “social and emotional learning,” “character,” and similar noncognitive ends. Findings: The article argues that any educational approach to “well-being” and related constructs must respond to four questions: whether humans are bundles of discrete competencies or integrated wholes, what the appropriate relation is between individuals and society, the relative importance of instrumental and intrinsic goals, and the importance of an overarching purpose for one’s life. The analysis reviews how eleven contemporary approaches address these four questions. Originality/Value: Despite the global proliferation of divergent approaches to “well-being,” the “whole child,” “social and emotional learning,” “character,” and related constructs in education, there are no comprehensive frameworks for understanding the alternatives and their key assumptions. This article organizes the globally proliferating educational movements that promote “well-being,” making sense of a confusing set of alternatives. We also argue that any comprehensive approach to education that goes beyond academics must consider the four questions that we identify.

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