TEACHERS' INFLUENCE IN GROWING SOCIAL EMOTIONAL LEARNING (SEL) IN LEARNING FOREIGN LANGUAGES

Social Emotional Learning (SEL) is increasingly recognized as a vital component of effective foreign language education, as it supports learners’ emotional regulation, motivation, empathy, and social skills—key factors that influence language acquisition success. This article investigates the pivotal role teachers play in fostering SEL within foreign language classrooms. Drawing on empirical studies, professional development programs, and classroom-based interventions, the research highlights how teachers’ emotional support, social-emotional competence, and instructional strategies contribute to students’ SEL growth. The study synthesizes quantitative and qualitative data demonstrating that teachers who intentionally integrate SEL principles create inclusive, supportive environments that reduce language anxiety, enhance peer collaboration, and promote intercultural understanding. The findings underscore the necessity of embedding SEL in teacher training and curriculum design to maximize foreign language learning outcomes. Practical recommendations for educators and policymakers are provided to facilitate the integration of SEL in language education.

Key words: SEL, FLL, facilitator, impact of teachers, teacher competence, support, Academic Outcomes, language proficiency