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Needs Assessment

The importance of the affective domain in second language acquisition has been

established for decades (Krashen, 1986; Bloom, Krathwohl, & Masia 1984). Further, instructor

attention to empathy has been shown to enhance student learning outcomes (Bloom, Krathwohl,

& Masia 1984; Freeman & Richards, 1996; Nieto, 2012; Noddings, 2013; Olivares). Existing

studies cover instructional methods to lower ESOL learners affective filters through tending to

the affective domain by way of specific instructional approaches (Olivares, 2012; Freeman &

Richards, 1996). Other studies seek to examine specific emotions pertinent to a classroom that

fosters a low affective filter among ESL learners, such as respect, comfort, and empathy (Bohlin

1998; Savickiene 2010). However, there is a lack of description specifically relating to how these

affective components are externally and internally perceived by adult ESOL instructors.

As previously mentioned, much literature exists delving into the specific components and

benefits of social-emotional learning and tending to student emotion in the K-12 setting. The

concept of social-emotional learning and the related components of social-emotional competency

has become increasingly popular since the 1990s (CASEL, 2008; Caruth, 2014; Jennings &

Greenberg, 2009; Nieto, 2012; Noddings, 2013). Models have been developed about the most

important emotional components of an effective classroom in the K-12 setting in the hopes of

promoting optimal student and teacher performance. Such models have yet to be developed

specifically for the adult ESOL classroom, making it difficult to conceptualize what value adult

ESOL instructors feel these theories have in their classrooms.

As a result, I want to know more about the specific ways in which adult ESOL instructors

consider elements of the affective domain for both themselves and their adult learners. I have

seen and heard the benefit of students feeling comfortable in class as well as the necessity to
create meaningful relationships with students throughout my time at the University of San

Diego. By way of personal experience in adult ESOL classrooms and through in-depth

discussions with mentor professors, it has become clear to me that I want to prioritize tending to

students affective domain in my own classroom. Usually, my personal conversations and the

literature highlight instructional methods as ways to achieve certain positive emotions in their

classroom. I am interested in delving deeper into what value adult ESOL instructors feel these

previously established ideas regarding social and emotional elements have held in their own

experience.

Further, I want to get a deep understanding of their personal interpretations of the

emotions manifested in their teaching style and classroom culture. What I mean by this is when

an adult ESOL instructor suggests I provide students with a comfortable learning environment,

a suggestion I have heard numerous times throughout my program, what do they mean when

they say, comfortable? What does this look like in their classroom? How do they think this

does or does not affect both themselves and their students?

Individual explanations regarding these internal and external manifestations of the

academic domain in the adult ESOL classroom would serve as an excellent guide on how to

achieve an optimal classroom environment in my own future practice. Seeing as emotions are

inherently subjective, there is a need to delve into the specific meanings formed by individual

adult ESOL instructors of different genders, educational backgrounds, and teaching settings.

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