Incorporating Social and Emotional Learning in the English Classes at Military Academies

Abstract As military students navigate the demanding transition to the post-pandemic learning environment, there is a growing recognition of the importance of addressing social and emotional learning (SEL) needs. Drawing on existing literature as well as on empirical evidence, the present paper focuses on the unique benefits that this type of learning has for cadets and on the potential that foreign language classes can have as a platform for promoting Social and Emotional Learning competencies such as more involvement in the English classes, an increased resilience level, better relationship skills, or increased academic performance. The article also presents some potential challenges for the implementation of SEL in English classes at military academies, including alignment with existing curriculum standards, faculty training and support, and assessment of SEL outcomes. Furthermore, the paper suggests modalities in which SEL can be incorporated in the English classes by means of projects, role-plays, problem solving, etc. and pinpoints the role that educators play in facilitating SEL integration. By addressing these challenges and capitalizing on the expertise of teachers and military leaders, academies can create inspirational learning environments that promote the social, emotional, and academic growth of their cadets, preparing them for the 21st century.