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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
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
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.
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
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.