Science Journal of Education

Submit a Manuscript

Publishing with us to make your research visible to the widest possible audience.

Propose a Special Issue

Building a community of authors and readers to discuss the latest research and develop new ideas.

Translingual Pedagogies of With-ness: Fostering Social Emotional Learning Competency Across Linguistic and Cultural Boundaries

In today’s interconnected world, developing global citizenship skills is essential for individuals to navigate diverse communities and solve complex global problems. Social-emotional learning (SEL) has emerged as a critical approach to support students’ development of these skills. SEL focuses the cultivation of self-awareness, relationship skills, and responsible decision making. Translingualism on the other hand, emphasizes the ability to navigate multiple languages, cultures, and identities. Combining these two approaches, pedagogies of with-ness provide a framework for teachers to create inclusive and collaborative learning environments. Pedagogies of with-ness approach teaching as a collaborative endeavor, working alongside their students to co-create knowledge and understanding They prioritize creating a safe and supportive classroom environment, where students feel valued and respected for their diverse backgrounds and experiences. In doing so, they create a space where SEL skills can develop, and they can become effective global citizens. Translingualism plays an important role in this process as the value of all languages and culture are emphasized and welcomed in an inclusive manner. The combination of SEL, translingualism and pedagogies of with-ness provides a powerful approach to support the development of global citizenship skills. By prioritizing relationships, collaboration, and inclusive practices, teachers can create learning environments that foster the development of students’ social-emotional competencies and translingual abilities. This approach prepares students to engage with diverse communities and address complex global challenges with empathy, respect and understanding.

Social-Emotional Learning, Translingualism, Pedagogies of With-Ness, Alter-Globalization, Inclusive, Alter-Globalization

APA Style

Lynsey Mori. (2023). Translingual Pedagogies of With-ness: Fostering Social Emotional Learning Competency Across Linguistic and Cultural Boundaries. Science Journal of Education, 11(5), 169-175. https://doi.org/10.11648/j.sjedu.20231105.12

ACS Style

Lynsey Mori. Translingual Pedagogies of With-ness: Fostering Social Emotional Learning Competency Across Linguistic and Cultural Boundaries. Sci. J. Educ. 2023, 11(5), 169-175. doi: 10.11648/j.sjedu.20231105.12

AMA Style

Lynsey Mori. Translingual Pedagogies of With-ness: Fostering Social Emotional Learning Competency Across Linguistic and Cultural Boundaries. Sci J Educ. 2023;11(5):169-175. doi: 10.11648/j.sjedu.20231105.12

Copyright © 2023 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

1. Arao, A. F. (2019). Implementing Social and Emotional Learning (SEL) in the Japanese Classroom. JALT Learner Development Sig Learning Learning, Short Articles, 25 (2), 5.
2. Bringel, B. (2012). Alter-Globalization: Becoming Actors in the Global Age. International Sociology, 27 (5), 658–661. https://doi.org/10.1177/0268580912452372b
3. Canagarajah, A. S. (2013). Translingual practice: Global Englishes and Cosmopolitan Relations. Routledge.
4. Canagarajah, A. S., & Wurr, A. J. (2011). Multilingual Communication and Language Acquisition: New Research Directions. Reading Matrix: An International Online Journal, 11 (1), 1–15.
5. Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2 (2011), 1–28. https://doi.org/10.1515/9783110239331.1
6. Church, R. (1984). Popper’s ‘World 3’ and the problem of the printed line. Australasian Journal of Philosophy, 62 (4), 378–391. https://doi.org/10.1080/00048408412341591
7. Claxton, G. (2017). What’s the point of school? Rediscovering the heart of education. Oneworld Publications.
8. Claxton, G., & Lucas, B. (2015). Educating Ruby: What our children really need to learn. Crown House Publishing.
9. Cohen, H. (Director). (2014, November 18). Getting comfortable with the uncomfortable [YouTube]. https://youtu.be/EyY6QR8Geys
10. Collaborative for Academic, Social, and Emotional Learning (CASEL). (2020, October 1). What Is the CASEL Framework? - CASEL. Collaborative for Academic, Social, and Emotional Learning (CASEL). https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/#self-awareness
11. Emory, U. (n.d.). Educating the heart and mind. SEE Learning. Retrieved 1 August 2022, from https://seelearning.emory.edu/node/5
12. European Center for Populism Studies. (2020, December 25). Alter-Globalization. https://www.populismstudies.org/Vocabulary/alter-globalization/
13. Freedman, J. (2010, January 28). The Six Seconds EQ Model – Joshua Freedman. https://jmfreedman.com/2010/01/the-six-seconds-eq-model/
14. Greene, M. (1988). The dialectic of freedom. Teachers College Press; WorldCat.org.
15. Hogg, L., Stockbridge, K., Achieng-Evensen, C., & Soohoo, S. (Eds.). (2021). Pedagogies of with-ness: Students, teachers, voice and agency. Myers Education. https://ebookcentral.proquest.com/lib/concordiaab-ebooks/detail.action?docID=6371103
16. Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence. Educational Psychologist, 54 (3), 162–184. https://doi.org/10.1080/00461520.2019.1623032
17. Johnson, L. (2021). Know, Choose, Give Curriculum A Practical Guide for Personal & Professional Success Using the Six Seconds Emotional Intelligence Framework. Second Edition. (2nd ed.). https://www.6seconds.org/2010/01/27/the-six-seconds-eq-model/
18. Köksal, D., & Ulum, Ö. (2018). The State of EFL Teacher Education in Turkey: From Past to Present. International Association of Research in Foreign Language Education and Applied Linguistics, 7 (4), 151–174.
19. Kumashiro, K. K. (2020). Surrendered: Why progressives are losing the biggest battles in education. Teachers College Press.
20. Lau, S. M. C. ‏ (Man C., ‏ ‎ 1965-, & Van Viegen, S. (2020). Plurilingual pedagogies: Critical and creative endeavors for equitable language in education (Vol. 1–1 online resource (338 pages)). Springer; WorldCat.org. https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=2435308
21. Lee, J. M., & Zuilkowski, S. S. (2021). I can teach what’s in the book”: Understanding the Why and how behind teachers’ implementation of a social-emotional learning (SEL) focused curriculum in rural. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12483
22. Martinez Perez, L. (2020). Teaching with the HEART in Mind: A complete educator’s guide to social-emotional learning.
23. Mori, L. (2022). Towards a perfect universal educational curriculum. Contemporary Educational Researchers Journal, 12 (4), 256–262. https://doi.org/10.18844/cerj.v12i4.8486
24. Pan, H., Liu, C., Fang, F., & Elyas, T. (2021). “How Is My English?”: Chinese University Students’ Attitudes Toward China English and Their Identity Construction. SAGE Open, 11 (3), 21582440211038270. https://doi.org/10.1177/21582440211038271
25. Popper, K. R. (Karl R., 1902-1994, & Schilpp, P. A. 1897-1993. (1974). The Philosophy of Karl Popper (1st ed.). Open Court; WorldCat.org.
26. Powell, J. A. (2017, November 8). Us vs them: The sinister techniques of ‘Othering’ – and how to avoid them. The Guardian. https://www.theguardian.com/inequality/2017/nov/08/us-vs-them-the-sinister-techniques-of-othering-and-how-to-avoid-them
27. Six Seconds. (n.d.). Six Seconds EQ Network. The Emotional Intelligence Network. sixseconds.org
28. Stillman, S. B., Stillman, P., Martinez, L., Freedman, J., Jensen, A. L., & Leet, C. (2018). Strengthening social emotional learning with student, teacher, and schoolwide assessments. Journal of Applied Developmental Psychology, 55, 71–92. https://doi.org/10.1016/j.appdev.2017.07.010
29. Vaish, V. (2020). Translanguaging in Multilingual English Classrooms: An Asian Perspective and Contexts. Springer Nature Singapore. https://doi.org/10.1007/978-981-15-1088-5
30. Yoon, B. (2022). Effective teacher collaboration for English language learners: Cross-curricular insights from K-12 settings (Vol. 1–1 online resource (xvi, 186 pages): illustrations (black and white)). Routledge; WorldCat.org. https://doi.org/10.4324/9781003058311