This article demonstrates embedding socio-emotional learning in read-alouds for multilingual learners, suggesting improved identity and language development.
Socio‐emotional learning is essential for young multilingual learners, as it supports identity development, a sense of belonging, and language learning. This article describes how an elementary English as a Second Language teacher embedded flexible, context‐specific socio‐emotional learning opportunities within a picture book read‐aloud, discussion, multimodal activities, and writing with her multilingual learners.
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Ward et al. (2026) studied this question.
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