Social-emotional learning in foreign language classes at higher education institutions: from theory to practice

This article explores the theoretical and practical aspects of integrating Social-Emotional Learning (SEL) into Foreign Language classes, emphasizing its benefits over traditional teaching methods, particularly in the context of the ongoing military aggression of russia against Ukraine. SEL fosters a supportive environment where students can express themselves, make choices, and develop essential life skills, with a focus on mental health – an especially critical factor during times of uncertainty. Foreign Language instruction offers a unique opportunity to gradually introduce SEL as it can be easily incorporated into the curriculum. Through SEL, students learn to understand and empathize with others, regardless of cultural or social backgrounds, thereby enhancing their interpersonal skills. The integration of SEL in Foreign Language education helps students build and maintain positive relationships, resolve conflicts, and make constructive decisions. It also plays a crucial role in helping first-year students adapt to the new environment at university. At the tertiary level, SEL exposure supports the development of key competencies, such as self-awareness, self-management, responsible decision-making, social awareness, and relationship-building. In this study, we selected and adapted a range of SEL activities for use in Foreign Language classes. These activities encourage students to identify their emotions, attitudes, and values, while reflecting on how these influence their behavior. Techniques, such as breathing exercises, meditation, goal-setting, and time management, are introduced to help students regulate their emotions, manage stress, control impulses, and stay motivated. Group discussions, collaborative projects, and teamwork are recommended to further improve social awareness, decision-making, and relationship-building skills