Social-Emotional Learning As a Vehicle For Vocabulary Acquisition: A Review of Recent Literature
Document Type
Article
Publication Date
1-1-2017
Department
Curriculum, Instruction, and Special Education
School
Education
Abstract
To comprehend the ideals and perspectives of others in a socially just education, children must first be able to understand their emotions and social interactions. In the present study, we reviewed research articles aimed at exploring how social-emotional literacy could be taught through literature. Our specific focus included ways to teach children vocabulary for communicating emotions, guided by reading experiences where characters confront conflict. An initial search uncovered 65 articles, with only five classified as intervention studies. Ultimately, we identified five themes present across these studies, guiding future research and practice for integrating literacy and social-emotional learning to promote social justice in young children.
Publication Title
Association of Literacy Educators and Researchers Yearbook
Volume
39
First Page
165
Last Page
187
Recommended Citation
Hodges, T. S.,
Classen, A. I.
(2017). Social-Emotional Learning As a Vehicle For Vocabulary Acquisition: A Review of Recent Literature. Association of Literacy Educators and Researchers Yearbook, 39, 165-187.
Available at: https://aquila.usm.edu/fac_pubs/21337