An Examination of Social and Emotional Learning Skills in the Century of Türkiye Education Model English Language Curriculum
Yeditepe University ELT Conference 2026 "Building ELT Communities: Research and Practice in Dialogue", İstanbul, Türkiye, 24 - 25 Ekim 2026, (Özet Bildiri)
- Yayın Türü: Bildiri / Özet Bildiri
- Basıldığı Şehir: İstanbul
- Basıldığı Ülke: Türkiye
- Marmara Üniversitesi Adresli: Evet
Özet
Social and emotional learning (SEL) skills encompass a fundamental set of life skills, including managing emotions, achieving goals, showing empathy for others, establishing healthy relationships, and making responsible decisions. They promote the transformation of individuals from passive recipients of knowledge into autonomous learners who can learn to learn, question, easily adapt to emerging situations, and are socially and emotionally developed in educational contexts. The Century of Türkiye Education Model (CTEM) positions SEL skills as an intercurricular component designed to permeate pedagogical practices and reinforce the language skills. Although numerous studies have examined SEL skills in other curricula such as social studies and pre-school education considering different perspectives, this area remains underresearched in the English language curriculum of the CTEM. Using the Model’s own SEL skill taxonomy (SELS1.1-SELS3.3) as the deductive coding scheme, this study aims to investigate the extent to which teaching-learning practices align with the curriculum's stated SEL skills, and how these skills are distributed across grade levels and paired with language skills. To this end, the teaching-learning practices specified in the primary English language curriculum (grades 2-4) were analyzed through document analysis. The preliminary findings revealed that (1) cooperation is the most frequently represented SEL skill while responsible decision-making is the least, (2) the distribution of SEL skills is largely consistent across grade levels, and (3) specific SEL skills consistently match particular language skills. The findings offer critical implications for ELT and highlight key points regarding the integration of SEL competencies into the English language curriculum.