Social-Emotional Competencies in ELT: Redefining Literacy for A Changing World

Luis Javier Pentón Herrera, Akademia Ekonomiczno-Humanistyczna w Warszawie

Introduction

In a recent conversation I had with language teacher-colleagues, I heard a statement that surprised me. One of my colleagues candidly said: “I am frustrated that the English language teaching [ELT] field is not devoting enough attention to preparing students for the future in its academic and professional conversations.” At that moment, I nodded in agreement but did not give it much thought. A couple of days after our conversation, however, I came across the World Economic Forum (2025)’s “The Future of Jobs Report 2025” publication, and my colleague’s statement reappeared in my brain and, for a moment, I stopped and reflected more deeply on their message. I asked myself: Why aren’t we talking about our students’ future more openly? Why does it feel like the conversations that matter most—those about preparing our multilingual learners of English (MLEs) for an uncertain future—do not receive sufficient attention or visibility in our field? The reality is that the ELT field is not progressing fast enough. This stagnation is not due to a lack of innovative ideas from teachers or students, but rather to systemic issues: who controls the narrative, whose expertise is valued, and who is silenced. When only a select few voices dominate discussions, the true needs of students looking to join the workforce are often overlooked.

Narrowing of perspectives has real consequences for the field as a whole and, more importantly, for students and practitioners. Just as literacy was once seen as simply the ability to read and write but has since evolved to include multiple literacies (Silver & Blue, 2024), learning English is also evolving. In today’s world, learning English is no longer just about mastering vocabulary, grammar, and conversation, but about using the language to interact with the world and those around us. Today, being a successful English speaker means navigating complex, technologically saturated, and globalized environments in personal, social, and professional contexts. For example, on a regular day, an English speaker might use their language skills to collaborate on a virtual team across multiple time zones, navigate customer service interactions in global industries, or analyze and respond to real-time data in international business settings—something that, just 10 or 15 years ago, might have seemed like science fiction. These scenarios illustrate how English now functions as more than a means of communication: it has become a vital tool for navigating the demands of modern life. Certainly, English, as the lingua franca of humans and technology alike, has become a tool for collaboration, problem-solving, and resilience in an unpredictable world. This shift demands a broader focus in our classrooms, one that pays equal attention to the development of social-emotional skills our students need to thrive in these contexts.

I know that SRIS readers will agree I am preaching to the choir here, so I digress. In this article, I prefer to focus on the critical role social-emotional competencies play in preparing MLEs for the future as professionals, especially in an unpredictable and ever-changing job market. To do this, I will explain what social-emotional competencies are and why they matter in today’s job market. I will end the article by proposing three key priorities for integrating social-emotional competencies into the field.

Social-Emotional Competencies as a Literacy for Success

Let’s first define what I mean by social-emotional competencies. In the field of education, social-emotional competencies are commonly described as the skills, knowledge, and attitudes that enable individuals to understand and regulate their emotions, communicate effectively, work collaboratively, set meaningful goals, and make responsible decisions. Social-emotional competencies are essential for navigating today’s complex and rapidly changing environments and are identified as critical skills for the present and future labor force. Contrary to common misconceptions, social-emotional competencies are not a “nice to have” add-on or an innate ability; they are a foundational form of literacy, much like reading and writing (Silver & Blue, 2024). Just as literacy has evolved to encompass multiple literacies, including digital and media literacy, social-emotional competence is a multidimensional construct that integrates affective, cognitive, and behavioral systems. As Domitrovich et al. (2017) explain, “the knowledge, skills, and attitudes that are needed to demonstrate social-emotional competence require integration across affective, cognitive, and behavioral systems” (p. 408). For this reason, only by equally focusing on the development of social-emotional and academic competencies can we say that, as a field, we are educating the whole child—or whole person—ensuring they are equipped to thrive not only academically but also socially, emotionally, and professionally.

As highlighted by scholars and educators in the field, social-emotional skills are no longer optional but essential for navigating the complexities of the modern workforce and preparing for what lies ahead (Hasper & Pentón Herrera, 2024). In modern times, the labor force—and the world—is undergoing a profound transformation driven by technological advancements, globalization, instability, environmental crises, and evolving workplace dynamics. Automation and artificial intelligence (AI) are reshaping industries by automating routine tasks and creating a greater demand for uniquely human skills such as communication, adaptability, and collaboration—skills that AI and technology cannot yet replicate at a human level. For MLEs, mastering English can open doors to opportunities for growth, active participation, and innovation in this rapidly shifting labor market. As industries continue to evolve, the intersection of English proficiency and social-emotional competencies becomes even more critical.

But how are we, the ELT field, meeting the demands of the present and future world? In which ways are we prioritizing the development of social-emotional competencies for practitioners and students so we can be a more successful community of teachers and learners? Conversations connected to social-emotional competencies have begun to emerge in the field, focusing on teacher and student well-being as a prerequisite for successful teaching and learning. Also, scholars in the field have begun to shed light on the importance of embedding social-emotional learning (SEL) as a pedagogical necessity in ELT for teachers and students alike (Pentón Herrera & Martínez-Alba, 2021). Through SEL, teachers can create emotionally safe learning environments, foster empathy, and promote cultural understanding, all of which are crucial for MLEs as they embark on today’s globalized world through English. As the ELT field continues to evolve, integrating SEL into our classrooms is not just an educational innovation—it is imperative for equipping students and teachers with the skills they need to thrive both now and in the future (Pentón Herrera, 2024).

Final Thoughts to Move Forward

Then, what’s next? Well, we know there is a natural connection between language and individuals—language learning is inherently a social activity that thrives on interpersonal interaction. Similarly, emotions are deeply embedded in language learning and teaching, influencing motivation, identity, and outcomes. Put simply, the social and emotional aspects of learning are inseparable from who we are as individuals—whether as teachers, learners, or users of language. Recognizing this connection means that we, as a field, must take deliberate steps to ensure that the development of social-emotional competencies is central to ELT’s mission and practice. Moving forward, I propose three key priorities for integrating social-emotional competencies into the field:

1) Embedding SEL as a pedagogical priority: SEL must move from the margins to the core of ELT. SEL provides the foundation for developing emotional intelligence, equipping both students and teachers with the tools to meet the demands of the present and future labor force.

2) Setting an agenda for emotional intelligence across the field: Emotional intelligence—the ability to recognize, understand, and manage emotions—is a crucial competency for teachers and learners alike. Incorporating strategies focusing on emotional intelligence in teacher training programs and student-centered activities will help create classrooms where social-emotional growth thrives alongside language acquisition.

3) Advancing research and advocacy for SEL in ELT: A more substantial research base and advocacy are needed to position SEL as a core element of ELT. Teachers, scholars, and policymakers must collaborate to document, analyze, and promote the impact on student outcomes and professional readiness.

I would like to end this piece by restating my colleague’s statement: “I am frustrated that the English language teaching field is not devoting enough attention to preparing students for the future in its academic and professional conversations.” These words reflect the collective frustration of many practitioners in the field who continue to witness the ever-growing gap between theoretical discourse and practice. If we are genuinely committed to equipping our MLEs with the tools they need to succeed in an unpredictable and increasingly technology-driven world, it is imperative that we prioritize the integration of social-emotional competencies as literacy for the modern and future workforce. We can do this by taking control of the narrative, reading and writing for practitioner-led spaces, like this SRIS Newsletter or the Tapestry Journal, where teacher and student voices are uplifted and highlighted. Only by uplifting and creating fertile spaces for practitioner-led conversations, we can empower students and teachers to navigate the uncertainties of the modern world with confidence, compassion, and resilience.

References

Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408–416. https://doi.org/10.1111/cdev.12739

Hasper, A., &; Pentón Herrera, L. J. (2024). Activities for social-emotional learning: Developing social-emotional competences in the ELT classroom. Delta Publishing.

Pentón Herrera, L. (2024). Introduction to social-emotional learning in English language education: Mapping the landscape and reflecting on the way forward. Anglica. An International Journal of English Studies, 33(1), 5–18. https://doi.org/10.7311/0860-5734.33.1.01.

Pentón Herrera, L. J., &; Martínez-Alba, G. (2021). Social-emotional learning in the English language classroom: Fostering growth, self-care, and independence. TESOL Press.

Silver, J., & Blue, J. (2024). Multiple literacies in the English language classroom. National Geographic Learning.

Dr. Luis Javier Pentón Herrera is a literacy and language educator. His research interests and academic work focus on Multilingual Education, Spanish, ESOL/ESL/EFL, Refugee Education, Identity, Well-being, and Social-Emotional Learning (SEL).