Emotional competence in the school curriculum of Spanish as an additional language in Australia and the United Kingdom

Macarena Ortiz Jimenez; Paula Gonzalez Garcia; Bettina Hermoso-Gomez

doi:10.30827/portalin.viVI.28691

Authors

Macarena Ortiz Jimenez The University of Sydney https://orcid.org/0000-0002-2958-6346
Paula Gonzalez Garcia University of the West Indies (Cave Hill Campus)
Bettina Hermoso-Gomez The University of Leeds

DOI:

https://doi.org/10.30827/portalin.viVI.28691

Keywords:

Emotional competence, Social and emotional learning (SEL), Spanish as an additional language, Primary education, English-speaking contexts

Abstract

The development of students' emotional intelligence has become a priority in integral education since the beginning of this century. Existing mental health issues in young learners brought about by the pressures and challenges of a globalized capitalist society have been put in the spotlight and exacerbated by the ongoing Covid-19 pandemic, which explains the need to promote this type of intelligence in education. We will focus on Australia and the UK, two contexts where social and emotional learning (SEL) has been promoted via government directives and policy documents across the curriculum. However, since both educational contexts have monolingual policies, our objective is to analyse whether emotional competence is integrated and developed throughout the Languages curriculum, specifically, in the case of Spanish as an additional language in Primary education. Drawing from SEL´s theoretical framework, and using qualitative content analysis, we will examine the above-mentioned curriculum implemented both in New South Wales and England.

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Author Biographies

Macarena Ortiz Jimenez , The University of Sydney

Macarena Ortiz-Jiménez holds a master’s degree in Applied Linguistics from Nebrija University (Spain) and a doctorate from the University of Sydney. She is a Lecturer in language and culture in the Spanish and Latin American Studies Program at the University of Sydney. Her research interests and publications focus on sociolinguistic issues of teaching Spanish as an additional language following a critical and decolonial approach, emphasising language ideologies and their impact on teachers and their pedagogical practices

Paula Gonzalez Garcia, University of the West Indies (Cave Hill Campus)

Paula González García, is currently a professor at the University of the West Indies, Barbados, in the area of teaching second languages, Spanish. She combines her teaching at said university with translation and interpreting at government institutions and collaborates with the Menéndez Pelayo International University, Spain in summer courses as coordinator and teacher. Previously, he has worked at the University of Leeds and at the Instituto Cervantes in Leeds, UK. His field of research is focused on the teaching practice of second languages and teacher training. It has numerous publications, chapters, articles in books or magazines.

Bettina Hermoso-Gomez , The University of Leeds

Bettina Hermoso-Gomez studied English Philology at the University of Málaga and continued her postgraduate studies at the Universidad Antonio de Nebrija in teaching Spanish as a Foreign Language.  Currently she is Lecturer in Spanish at the University of Leeds as well as director of Routes into Languages in Yorkshire and Humberside. She is the co-founder of the journal The Language Scholar and member of the Centre for Excellence in Language Teaching. 

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