Tag: social and emotional learning (SEL)

Анотація: (English) This article argues that emotional literacy sits at the intersection of cognitive and affective development in bilingual children, a relationship that has grown harder to ignore as linguistic diversity becomes an everyday classroom reality and frameworks like the Whole Child approach push education toward more holistic goals. Neuroscience and cognitive linguistics both point in the same direction: bilingualism does more than expand vocabulary. It engages the executive functions of the prefrontal cortex; the mechanisms children rely on to recognize and regulate what they feel. Building on this, the article draws on emotional granularity and Theory of Mind as analytical tools, and reconsiders the "third space" as a context where hybrid identity can genuinely take root. Empirical data from the USA grounds the argument: where SEL interventions have been sustained, their relationship with the academic performance of bilingual students is statistically significant, with real implications for how inclusive learning environments are built. The author describes and verifies the efficacy of specific pedagogical modalities ranging from translanguaging pedagogy to body-oriented practices, emphasizing the role of the teacher and familial context in fostering the child`s “emotional immunity”. A case study involving 5 states is utilized and contemporary methods for cultivating emotional literacy in bilingual environments across 12 U.S. cities are examined. The article concludes with the substantiation that an additive approach to bilingualism transforms it from a factor of acculturative stress into a strategic cognitive resource.