Creating a Social and Emotional Learning Community Through Storytelling Journals: English Language Learning During Disruptive Times

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.