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Journals / ODÜ SOSYAL BİLİMLER ARAŞTIRMALARI DERGİSİ-ODÜSOBİAD / 2026 / Cilt: 16 Sayı: 3

Embedding social-emotional learning in early EFL education: A curriculum and textbook analysis of grade 2 English in Türkiye

Erken dönem İngilizce olarak yabancı dil eğitimine sosyal-duygusal öğrenmenin entegre edilmesi: Türkiye’de 2. sınıf İngilizce müfredat ve ders kitabı analizi

Tuğba Kahraman(Ministry of Education)0009-0008-0759-8515
Zeynep Çetin Köroğlu(AKSARAY ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0002-9456-8910
Pages
—
Publication Date
2026-09-27
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Findings indicate that the curriculum integrates all SEL skills systematically, moving gradually from awareness to reflection.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Social-emotional learning (SEL) has become a significant component of today’s language education, especially in curricula that focus on holistic education and well-being.
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Key Findings & Data:In Türkiye, the recently introduced Century of Türkiye Education Model (2025) suggests an explicit integration of SEL skills into English language teaching starting from early grades.
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Conclusion & Impact:Findings indicate that the curriculum integrates all SEL skills systematically, moving gradually from awareness to reflection.
🔬Design:Modeling & Simulation
📍Scope:2025 Verileri
⚙️Variables:Sosyo-duygusal öğrenme · erken yabancı dil eğitimi · yabancı dil olarak İngilizce (EFL)

Abstract

Social-emotional learning (SEL) has become a significant component of today’s language education, especially in curricula that focus on holistic education and well-being. In Türkiye, the recently introduced Century of Türkiye Education Model (2025) suggests an explicit integration of SEL skills into English language teaching starting from early grades. Nevertheless, how these skills are employed in the 2nd-grade English curriculum and instructional materials has not yet been explored, as they are new. This study aims to investigate how and to what extent the new curriculum, the 2nd-grade student book, and the workbook represent SEL skills. This study adopts a deductive qualitative content analysis design and analyses the learning outcomes, the visual and textual elements, and the learning activities, looking through the perspective of the SEL framework by the Ministry of Turkish National Education (2024). Comparisons based on frequencies are used to reveal patterns of alignment and divergence across the documents. Findings indicate that the curriculum integrates all SEL skills systematically, moving gradually from awareness to reflection. However, this integration gets narrower and more superficial in the coursebooks, especially in the workbook. While self-awareness, self-regulation and communication are the most prevalent skills, social awareness and responsible decision-making are insufficiently represented, and they are often reduced to just low-level cognitive tasks. The study shows a notable gap between policy intentions and pedagogical implications and puts forward implications for curriculum developers, material designers and language educators who want to foster holistic development in early childhood EFL contexts.

Özet

Sosyal-duygusal öğrenme (SDÖ), özellikle bütüncül eğitimi ve iyi oluşu merkeze alan öğretim programlarında, günümüz dil eğitiminin önemli bileşenlerinden biri hâline gelmiştir. Türkiye’de yakın zamanda uygulamaya konulan Türkiye Yüzyılı Maarif Modeli (2025), erken sınıf düzeylerinden başlayarak İngilizce öğretimine sosyal-duygusal öğrenme becerilerinin açık biçimde entegre edilmesini önermektedir. Bununla birlikte, söz konusu becerilerin 2. sınıf İngilizce öğretim programında ve öğretim materyallerinde nasıl yer aldığı, bu düzenlemelerin yeni olması nedeniyle henüz incelenmemiştir. Bu çalışma, yeni öğretim programı ile 2. sınıf İngilizce ders kitabı ve çalışma kitabının sosyal-duygusal öğrenme becerilerini nasıl ve ne ölçüde yansıttığını incelemeyi amaçlamaktadır. Araştırma, tümdengelimsel nitel içerik analizi desenini benimsemekte; öğrenme çıktıları, görsel ve metinsel unsurlar ile öğrenme etkinliklerini, Millî Eğitim Bakanlığı tarafından geliştirilen Sosyal-Duygusal Öğrenme Çerçevesi (2024) doğrultusunda analiz etmektedir. Belgeler arasındaki uyum ve farklılaşma örüntülerini ortaya koymak amacıyla frekanslara dayalı karşılaştırmalardan yararlanılmıştır. Bulgular, öğretim programının tüm sosyal-duygusal öğrenme becerilerini sistematik bir biçimde entegre ettiğini ve bu becerilerin farkındalıktan yansıtıcı düşünmeye doğru kademeli olarak ilerlediğini göstermektedir. Ancak bu entegrasyon, ders kitaplarında, özellikle de çalışma kitabında, daha dar kapsamlı ve yüzeysel bir hâl almaktadır. Öz farkındalık, öz düzenleme ve iletişim en yaygın temsil edilen beceriler olurken; sosyal farkındalık ve sorumlu karar verme becerileri yeterince yer bulmamakta ve çoğu zaman yalnızca düşük düzeyli bilişsel görevlerle sınırlandırılmaktadır. Çalışma, politika düzeyindeki hedeflerle bunların pedagojik uygulamalara yansıması arasında belirgin bir boşluk bulunduğunu ortaya koymakta ve erken çocukluk döneminde yabancı dil olarak İngilizce öğretimi bağlamında öğrencilerin bütüncül gelişimini desteklemeyi amaçlayan öğretim programı geliştiricileri, materyal tasarımcıları ve dil eğitimcileri için çeşitli çıkarımlar sunmaktadır.

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Cite This Article

Kahraman, T., Köroğlu, Z. Ç. (2026). Embedding social-emotional learning in early EFL education: A curriculum and textbook analysis of grade 2 English in Türkiye. ODÜ SOSYAL BİLİMLER ARAŞTIRMALARI DERGİSİ-ODÜSOBİAD, Cilt: 16 Sayı: 3. https://doi.org/10.48146/odusobiad.1945618

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