Emotion, Language, and Learning:

A Transformative Approach to SEL for Multilingual Students

Abstract

This study explores how a third-grade teacher implemented culturally responsive social-emotional learning (CR-SEL) to support multilingual learners (MLs). The teacher adapted SEL lessons through an action research self-study to affirm students’ cultural and linguistic identities while promoting emotional well-being and academic engagement. Findings highlight that CR-SEL practices grounded in MLsʻ home languages, cultural values, and community knowledge fostered identity formation, emotional regulation, and deeper engagement. This research offers practical implications for teacher preparation and school-based SEL implementation in linguistically diverse classrooms, particularly in the Hawaiʻi context.