DIGILEC Revista Internacional de Lenguas y Culturas

Digilec 12 (2025), pp. 20-40

Fecha de recepción: 11/01/2025

Fecha de aceptación: 02/05/2025

DOI: https://doi.org/10.17979/digilec.2025.12.11604

e-ISSN: 2386-6691

COGNITIVE SOCIAL EMOTIONAL LEARNING (CSEL) AS AN

INTEGRATED TOOL TO IMPROVE LINGUISTIC MOTHER

TONGUE AND LITERACY AMONG CHILDREN IN

ELEMENTARY SCHOOLS

EL APRENDIZAJE COGNITIVO SOCIAL EMOCIONAL (CSEL)

COMO HERRAMIENTA INTEGRADA PARA MEJORAR LA

LENGUA MATERNA LINGÜÍSTICA Y LA ALFABETIZACIÓN DE

LOS NIÑOS EN LA ESCUELA PRIMARIA

Neve Freyja GULL

Universidad de Córdoba

Orcid: https://orcid.org/0009-0004-7019-8312

Abstract

The El Hasade approach (Precision, Articulation, Conception, Enhancing vocabulary;

PACE in English) represents a comprehensive methodology integrating cognitive,

emotional, and social dimensions to enhance linguistic literacy among elementary school

students. This multidimensional approach provides foundational skills that support both

academic achievement and personal development. Study findings highlight the critical

importance of early-age learning experiences in determining students' future educational

outcomes. The Cognitive, Social, and Emotional Learning (CSEL) intervention

demonstrated significant effectiveness in fostering student independence, adaptability in

learning approaches, and improved coping mechanisms.

PACE methodology acknowledges the insufficiency of social-emotional learning (SEL)

alone for maximizing classroom academic performance. While SEL remains widespread

throughout American and European educational systems, PACE introduces an innovative

dimension—metacognition—that guides student in effective learning strategies,

alternative thinking patterns, and higher-order thinking skills. This metacognitive

emphasis distinguishes PACE from traditional SEL approaches by equipping students

with comprehensive cognitive capabilities essential for academic success.

Research confirms emotional intelligence as a fundamental determinant of academic

achievement. Social learning components, including cooperative activities and group

projects, have proven instrumental in developing interpersonal competencies and

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Digilec 12 (2025), pp. 20-40

fostering positive classroom environments. Concurrently, cognitive learning

incorporating sensory-motor activities has demonstrably enhanced students' mental

capabilities, particularly in language acquisition and literacy development. The El Hasade

approach aligns with established literature while providing a holistic framework for

elementary language acquisition. Although current findings support PACE effectiveness,

expanded research encompassing larger populations across diverse grade levels would

provide additional validation and deeper insights.

Keywords: Cognition; SEL; senso-motoric; literacy; elementary school; mother tongue

Resumen

El enfoque El Hasade (Precisión, Articulación, Concepción, Enriquecimiento de

vocabulario; PACE en inglés) constituye una metodología integral que incorpora

dimensiones cognitivas, emocionales y sociales para potenciar la alfabetización

lingüística en estudiantes de primaria. Este planteamiento multidimensional proporciona

habilidades fundamentales que respaldan tanto el rendimiento académico como el

desarrollo personal. Los hallazgos del estudio subrayan la importancia crítica de las

experiencias de aprendizaje temprano en la determinación de los resultados educativos

futuros. La intervención de Aprendizaje Cognitivo, Social y Emocional (CSEL) demostró

una eficacia significativa en el fomento de la independencia estudiantil, la adaptabilidad

en los enfoques de aprendizaje y la mejora de los mecanismos de afrontamiento.

La metodología PACE reconoce la insuficiencia del aprendizaje socioemocional (SEL)

por sí solo para maximizar el rendimiento académico en el aula. Mientras el SEL

permanece generalizado en los sistemas educativos estadounidenses y europeos, PACE

introduce una dimensión innovadora—la metacognición—que orienta a los estudiantes

en estrategias de aprendizaje eficaces, patrones de pensamiento alternativos y habilidades

de pensamiento de orden superior. Este énfasis metacognitivo distingue a PACE de los

enfoques SEL tradicionales al equipar a los estudiantes con capacidades cognitivas

integrales esenciales para el éxito académico.

La investigación confirma la inteligencia emocional como determinante fundamental del

rendimiento académico. Los componentes de aprendizaje social han demostrado ser

instrumentales en el desarrollo de competencias interpersonales. Simultáneamente, el

aprendizaje cognitivo que incorpora actividades sensoriomotoras ha mejorado

demostrablemente las capacidades mentales de los estudiantes. El enfoque El Hasade

proporciona un marco holístico para la adquisición del lenguaje en primaria. Aunque los

hallazgos actuales respaldan la eficacia de PACE, una investigación ampliada

proporcionaría validación adicional.

Palabras clave: Cognición; SEL; sensoriomotor; alfabetización; escuela primaria;

lengua materna

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1. THEORETICAL BACKDROP

Learning to read and write is an essential skill that, unfortunately, not all children

learn sufficiently or receive the same opportunity to acquire (Benner et al., 2022). The

differences are more evident between developed and developing countries (Genlott &

Grönlund, 2013). In a time when societal change puts increasing demands on individuals’

competence in using written language, schools must teach such skills to all children. The

“information society” means a massive rise in informational activities due to the internet

and other related information and communication technology (ICT) activities. More

people need enhanced literacy skills to find, select, interpret, analyze, and produce

information (Carpenter & Franke, 2010a).

Sensory systems are prodigious in their ability to reshape response properties

following learning, and in the auditory system, plasticity has been observed from the

cochlea to the cortex (Kraus & White-Schwoch, 2015). This learning is fundamental to

our ability to function in and adapt to our environments. Experience navigating this

sensory world drives language development – perhaps the most remarkable learning task

humans can accomplish – and it is necessary to understand the principles that govern this

plasticity to devise strategies to improve language and communication as well as

scientific and mathematical skills in normal and disordered educational systems (Sands

et al., 2015).

The Progress in International Reading Literacy Study (PIRLS) international

benchmark on literacy includes four levels: low (locate and retrieve information),

intermediate (make straightforward references), high (make inferences and

interpretations with text-based support), and advanced (integrate ideas and information

across texts to provide reasons and explanations) (Mullis et al., 2012). The information

society requires more people to acquire skills towards this scale's high end (Szymkowiak

et al., 2021). In Mullis et al.’s (2012) benchmark, even the highest-performing countries

only barely achieve a score of 20% in the “advanced” category and just over 60% in the”

high” category. Hence, improvement in literacy skills is essential in every country. Early

age (5-7 years old) learning is crucial as, according to Myrberg (2007), children who lag

in the early years of reading and writing development encounter considerable difficulties

in following education later as texts get longer and more complicated.

The lag described here was again proved in later research that cognitive, social, and

emotional learning (CSEL) is a comprehensive and integrated approach to education that

combines mental, emotional, and social learning to promote student success. It is

considered a predictor of learning abilities in children and young adults' early and later

learning stages (Caprara et al., 2011). Benner et al. (2022) have shown that students who

are exposed to social and emotional learning (SEL) methods (without the cognitive

component, which will be emphasized in this work) tend to have better academic

outcomes, including improved linguistic, scientific, and mathematical literacy. This

approach can be particularly beneficial for students in elementary schools, where

foundational skills are being developed.

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CSEL includes cognitive and social-emotional learning components, among which

emotional learning is a key element. SEL is developing self-awareness, self-control, and

interpersonal skills vital for school, work, and life success. People with strong social-

emotional skills can better cope with everyday challenges and benefit academically,

professionally, and socially (UNICEF, 2023). Emotional intelligence is critical to

academic success and linked to improved educational outcomes, including higher grades

and standardized test scores. In an elementary school setting, emotional learning can help

students better understand and regulate their emotions, leading to improved focus and

attention in the classroom (Carter et al., 2004).

Another critical aspect of CSEL is social learning. Social learning refers to the

process by which students learn from peers. Social learning can take many forms in

elementary school, including cooperative learning, peer tutoring, and group projects

(WGU, 2020). By working with others, students can develop critical social skills, such as

communication, collaboration, and problem-solving, essential for success in school and

beyond (Carpenter & Franke, 2010a).

Cognitive learning is also an essential component of CSEL (Carpenter & Franke,

2010a). This approach to education recognizes that students learn best when actively

engaged in the learning process. In an elementary school setting, this may involve hands-

on, experiential learning activities that allow students to apply what they have learned in

real-world contexts. For example, students might engage in scientific experiments,

mathematical problem-solving activities, or linguistic challenges that require them to

think critically and creatively (Voskoglou & Buckley, 2012). Thus, engaging children in

sensory and motor activities such as drawing, writing, and physical activities can enhance

their cognitive abilities, including language and literacy. These activities stimulate the

brain and improve hand-eye coordination, essential for writing and reading. Additionally,

children can develop their attention, memory, and problem-solving skills by participating

in these activities, which are fundamental for language and literacy acquisition.

Promoting sensory and motor skills can significantly impact the development of linguistic

and literacy abilities in elementary school children (Battaglia et al., 2020). Furthermore,

sensory activities, such as playing with toys, touching textures, and exploring the

environment, can help children develop their sensory perception and memory skills,

which are crucial for language and literacy acquisition (Greven et al., 2019). By engaging

in sensory experiences, children can learn to identify and remember words and concepts

and form connections between the physical world and language. Similarly, motor

activities, such as drawing, writing, and physical exercise, can help children develop the

fine motor skills required for writing and reading. Hand-eye coordination, dexterity, and

muscle control are crucial for legibly writing letters and words and tracking lines of text

when reading. Physical activities can also help develop attention, memory, and problem-

solving skills, which are essential for language and literacy acquisition (Battaglia et al.,

2020).

Incorporating sensory and motor activities into elementary school children's daily

routines can profoundly impact their linguistic and literacy abilities. These activities can

make learning more engaging, help children retain information, and create a foundation

for continued growth and development. By promoting sensory and motor skills, teachers

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and parents can help children build the skills they need to become successful language

learners and literate individuals.

Finally, CSEL emphasizes the importance of a supportive learning environment.

This can include a positive and inclusive school culture and practical classroom

management strategies that promote student engagement and motivation (Carpenter &

Franke, 2010b). Teachers can help students feel valued and respected by creating a

supportive learning environment, improving academic outcomes, including enhanced

linguistic, scientific, and mathematical literacy. CSEL supports a thorough and included

approach to education that can positively impact linguistic, scientific, and mathematical

literacy among students in elementary schools. By merging cognitive, emotional, and

social learning strengths, CESL can help students develop the foundational skills they

need to succeed in school and beyond (OECD, 2021).

2. OBJECTIVES AND RESEARCH QUESTIONS

This research work has set the following main objectives:

Objective no. 1. To analyze the language achievements of the methodology EL

HASADE (PACE) on elementary students within seven groups: 6 groups of

students that will be detailed afterward and one group of teachers. This will be

measured quantitatively.

Objective no. 2. To study teachers' perceptions regarding the effect of cognitive

and social-emotional learning on the same groups of students’ motivation and

classroom climate. This will be measured according to teachers' testimonials.

Other vital objectives of this article were:

S.O.1. To analyze students’ numeral achievements pre- and post-test to “El

Hasade”- PACE intervention method for literacy acquisition improvement.

S.O.2. To analyze teachers’ testimonials to see if they think that, according to their

observations of children in the classroom, cognitive, social, and emotional

intervention (CSEL) plays a crucial role in developing student's motivation in

elementary school children.

S.O.3. To analyze teachers’ testimonials to see if they think that, according to their

observations of children in the classroom, the PACE integration method

conducted here has a crucial role in developing positive classroom change in

elementary school children.

Then, the following research questions are sought to be answered:

R.Q.1. Can cognitive, social-emotional learning, as exhibited in the PACE method

as an integrated tool, improve language achievements among children in elementary

schools in Israel?

R.Q.2. Can cognitive, social-emotional learning, as exhibited in the PACE method

as an integrated tool, improve motivation among children in elementary schools in

Israel?

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R.Q.3. Can cognitive, social-emotional learning, as exhibited in the PACE method

as an integrated tool, improve classroom climate?

3. METHODOLOGY

3.1. Context

EL HASADE (Hebrew acronym for precision, articulation, conception, enhancing

vocabulary; PACE in English hereinafter) is a worldview of language learning, as well as

Science and Mathematics through four specific conducts that disassemble the field of

knowledge to its components through changing levels of thinking and diverse learning

forms. The method focuses on skills using various types of memory (i.e., visual, auditory,

and sensory-motoric), in which the student experiences language acquisition and multiple

areas of opinion through rhythmic “working stations.” The method was primarily

invented in the US, moved to Scandinavia (especially to Finland), and with its help, the

Finns achieved exceptional results in local and foreign languages (Ahonen, 2021).

PACE operates on the following three levels:

a. The cognitive level: learn using all types of memory skills.

b. Social and emotional levels: while deciphering all the principles of SEL.

c. Level of knowledge, information, and content.

The program aims to enhance students’ competencies, creativity, and curiosity.

According to teachers’ testimonials, another aspect is that sensory and motor skills

incorporated in the PACE method play a crucial role in the development of linguistic and

literacy abilities in elementary school children, which affect all three dimensions tested

in this research.

3.2. Participants

Group 1 – Third Grade in the city of Holon. 29 students tested (p1 to p29). The

teacher is a former math teacher who was trained with the students on literacy skills. The

school has a very low grade on a socio-economic level (7.25 out of 10, which is the score

that the Ministry of Education ranks each school in Israel in several parameters of wealth

and strength of the school’s population, where one is the strongest and 10 is the weakest).

The school is Jewish and secular. Immigrant students (most of them refugees) came from

Russia, Ukraine, and Sudan.

Group 2—Third Grade in the city of Holon. 22 students tested (p30 to p52), most

of whom were new immigrants. Some have Russian and Ukrainian origins, and some are

from Africa. The teacher is the same as in the first group, but the difference here is that

she is not the home teacher in this class.

Group 3 – 4th graders in a Jewish religious school in Ashkelon. 25 students tested

(p53 to 78)—all native Hebrew speakers. The school is graded 6 out of 10 at the socio-

economic level (relatively weak). The teacher is a home class teacher and a Hebrew

teacher in training. 4th graders in Israel are tested differently than all other classes. Whilst

other classes have December and May internal exams for assessing improvements, 4th

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graders are tested in a national exam only once, and that grades the school towards similar

schools in its region/religion/socio-economic status, etc.

Group 4 – 5th graders in a secular Jewish school in the northern part of the country,

all the students are native Hebrew speakers. 22 students tested (p79 to 101). The school

is considered highly strong in socio-economic status (2.0 out of 10). The school is graded

3 out of 10 in its socioeconomic level, meaning reasonably high. As mentioned in group

3, 4th graders in Israel are tested differently than all other classes. Whilst other classes

have December and May internal exams for assessing improvements, 4th graders are

tested in a national exam only once, and that grades the school towards similar schools in

its region/religion/socio-economic status, etc.

Group 6—control group. Third grade. The control group was taken from the same

school as group 3 in Ashkelon, except they did not work with PACE, and the research did

not intervene in their studies.

Group 7 – Teachers

A group of 10 teachers participated in the semi-structured questionnaire. Nine out of 10

teachers were experiencing the method in their class; one was on maternity leave, so her

class was the research's control group.

T1 – 3rd grade class teacher in religious school

T2 – 3rd-grade class teacher (control group) on maternity leave

T3 – 3rd grade class teacher in religious school

T4 – 3rd grade class teacher in secular school

T5 – 5th grade class teacher in secular school

T6 – 4th-grade teacher in a secular school

T7 – 5th grade class teacher in religious school

T8 – 4th-grade teacher in a secular school

T9 – 3rd-grade class teacher in a secular school for new immigrants

T10 – 4th grade class teacher in secular school

3.3. Instruments

Two instruments were used to cover the four objectives of this research:

Specific Objective No. 1: For achievements, the formal Israeli Ministry of

Education mapping has been used, conducted twice a year (in December and in May)

across the country. The exam is in Hebrew and assesses language skills, reading and

writing comprehension, vocabulary, grammar, and high-order thinking language skills for

the 4th-grade exam. The formal outcomes published by the Israeli Ministry of Education

have been taken for this research.

Specific Objective No. 2: A semi-structured questionnaire was conducted among

teachers who implemented the PACE method in their classrooms to assess classroom

climate changes.

Specific Objective No. 3: For emotional and personal motivation among elementary

students, a semi-structured questionnaire was conducted among teachers who

implemented the PACE method in their classrooms. This questionnaire has been validated

through the Delphi method, and it includes the following questions:

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1. Write how the “El Hasade” (PACE) method affected you as a teacher.

2. How did the “El Hasade” (PACE) method affect the classroom climate and

learning culture?

3. Did the “El Hasade” (PACE) method affect students’ abilities? If so, can you

elaborate on how it did it?

4. Explain whether there is a change in students’ motivation when “El Hasade”

(PACE) is implemented in the classroom.

5. Do you have any additional insights from the “El Hasade” (PACE) method that

you can share here?

3.4. Variables

The following variables are identified for this study:

Independent Variable 1 - I.V.1. PACE ("El Hasade") - Social-emotional and

cognitive learning as an integrative tool.

Dependent Variable 1 - D.V.1. Achievement improvement.

Dependent Variable 2 - D.V.2. Classroom climate improvement.

Dependent variable 3 - D.V.3 Students’ motivation.

Moderating variable 1 – M.V.1. Native Hebrew speakers vs. new immigrants

(Hebrew as a second language - HSL).

Mediating variable ME.V. Teacher’s willingness to invest in the process.

3.5. Procedure

This research follows Mixed-Methods Research, through which qualitative and

quantitative data were analyzed. It examines teachers’ attitudes regarding climate change

in the classroom and students' beliefs in emotional competence.

In the quantitative part, anonymous mappings of classes of students from the second

grade to the sixth grade of mother tongue language have been conducted at the beginning

of a year, before the intervention of the method, and at the end of the school year after the

intervention by using PACE; that is, a pre-and post-test comparative analysis will be

conducted.

Data were collected from different schools in Israel, and the researcher of this study

has access to dozens of schools in Israel where PACE is being implemented, namely from

schools in the Arab and Jewish sectors of the Israeli population. The study encompasses

four schools with six classes. To the best knowledge of the authors of this study, no

research has been done that combines an examination of the three abovementioned

dimensions (i.e., the cognitive level, the social and emotional level). The current research

is unique also due to its focus on examining teachers' opinions about social-emotional

change in their classroom and on the cross-reference with the achievements and grades

of the students. Data will allow us to check whether there is a connection between the

teachers’ perceptions that this kind of intervention improves the grades, the classroom

climate, and the student’s sense of emotional competence in their class. Hence, the

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qualitative part of the current research is based on conducting 50 semi-structured

interviews with teachers.

Content analysis has been conducted by following the Grounded Theory Model

(Creswell & Poth, 2018), which these authors define as: “a qualitative research design in

which the inquirer generates a general explanation (a theory) of a process, an action, or

an interaction” (pp. 315–316).

4. RESULTS

Results will be arranged according to the Research objectives established for this

study, according to the influence of the independent variables: D.V.1 (achievements) for

quantitative data (i.e., research objective no. 1); D.V.2 (classroom climate), and D.V.3

(students’ motivation) (both of these for qualitative data, i.e., research objective no. 2).

4.1. Results for Research Objective no. 1 – (quantitative data)

Before and after intervention (3rd grade).

Table 1

Results objective no. 1 – (quantitative data) results (pre- and post-intervention)

No. of

participating

students

Results

Dec. 2022

Average

Pre-

intervention

Results

May 2023

Average

Post-

intervention

Percentage

change

School 1

(3rd grade)

44.857

88.571

97.43%

School 2

(3rd grade)

60.787

55.77%

School 3

(5th grade)

61.90476

74.38095

20.13%

School 6

(3rd grade)

76.522

68.435

-10.58%

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Table 2

Students' achievement data on reading comprehension for Nitzan school - 4th grade

High

performance

Medium-high

performance

Low-medium

performance

Low

performance

The school in

2023 post

intervention

76%

13%

The school in

2022 Pre-

intervention

64%

16%

Other schools

in the region in

2023

64%

17%

11%

Note. Source: Israeli Ministry of Education, 2023. The percentage change after

intervention is 18.75%.

These national results have been translated from Hebrew. They reflect the Nitzan

school's position on this official site in 2023 compared to other schools in that region and

to the school itself in 2022 (before the intervention). The percentage change after the

intervention is 18.75% (Ministry of Education, 2023).

Table 3

Students' achievement on reading comprehension data for Rosh Haayin school - 4th

grade

High

performance

Medium-high

performance

Medium-low

performance

Low

performance

The school

in 2023

78%

16%

The school

in 2022

51%

29%

14%

Other

schools in

the region in

2023

64%

17%

11%

Note. Data source: Israeli Ministry of Education, 2023. Results show significant

improvement in high performance category from 2022 to 2023 (51% to 78%),

demonstrating 52.94% increase after intervention.

Official results for Rosh Haayin school on students’ achievement (reading

comprehension) were taken from the Israel Ministry of Education (2023). These are

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national results translated from Hebrew, which reflect the school's position in 2023 as

opposed to other schools in its region and to the school itself in 2022 (before the

intervention). The percentage change after the intervention is 52.94%.

4.2. Results for Research Objective No. 2 – (qualitative data).

Data in this section belong to the content analysis obtained from the semi-structured

questionnaire to ten participating teachers in the “El Hasade” method. Answers are

arranged according to the questions:

Q1: How did the “El Hasade” PACE method affect you as a teacher?

3 prominent reactions to this question were:

● T4: “At first with a lot of concerns about the process and success, but after

several attempts and the assimilation in the class, I was excited to see the

children's cooperation in the process”.

● T6: “A winning method. First, she instilled in me the joy of teaching. I wished

for a change and the creation of quality and optimal interest in the language.

I get excited every time I hear the girls are waiting for this class. My thinking

for each student and work efficiency has increased on several levels. Also, the

quality of teaching…”

● T3: “This method has affected me in that I feel much more professional in my

planned and focused work. The very fact that in every class I met and heard

all the students from my past at the station focused me much more on my work

and, of course, also the matter of teaching diversity”.

Q2: How did the “El Hasade” PACE method affect the classroom climate and

learning culture?

The teachers who were involved in the process mentioned significant changes in their

classroom climate:

● T1: “The method had an effect in that the children learned to care for each

other during work and continued to the rest of the lessons and breaks, learning

in a different, more independent and diverse way”.

● T7: “In the 5th grade, in my opinion, the atmosphere has improved, but real

persistence is needed in several subjects and every week for a significant

change to occur”.

● T10: “The students are much more independent learners, it established more

the learning habits, the learning in pairs exposed the children to the student

with whom I had less contact and this created new friendships and

connections, the learning in groups accustomed them to work together, the

clear rules that get along in the group greatly advanced it also in terms of

respectable discourse Among them and especially on a better climate”.

One of the teachers (T5) indicated that she did not feel any change in her class, and

another teacher (T3) did not participate in the intervention due to maternity leave.

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Q3. How did the “El Hasade” method affect students’ abilities and motivation? You

can talk about struggling students separately and excelling students separately, and

of course also about the mass of average students.

● T6: “The struggling students in a regular class do not cooperate. In this class

you work and participate actively. Of course, each at his own level”.

● T4: “I think that both strong and weak got a chance to prove themselves, their

self-confidence increased in the way they approach the task, and this had a

good effect on the weak students by being able to finish tasks in the class and

feeling that they were an inseparable part of the class - a direct continuation

of the breaks that exposed them to new friends. And for the strong students,

the effect was that they felt they were useful and helping their friends - peer

learning”.

One of the teachers declared that she failed and explained the reasons why:

● T3: “It is very difficult to apply the method in my class, there are many

emotional and behavioural difficulties that make meaningful learning

extremely difficult. Yet, I wasn’t consistent and whenever it was too difficult,

I went back to regular teaching”.

Q4: Explain whether there is a change in students’ motivation when “El Hasade” is

operated in the classroom:

Except 2 teachers, all other 8 stated an increase in students' motivation and added:

● T7: “It was very helpful for the weak children to work with strong ones, and

it seems that they cooperated in the lessons. Sometimes, the powerful had to

wait for the struggling friend and sometimes showed impatience”.

● T9: “(The students were) Highly motivated. The rationale for dividing the

pairs according to strong is very important. The strong students, on the one

hand, learned and developed additional abilities and, on the other hand, dealt

with the values of others. On the one hand, the weak felt trusted, but on the

other hand, they developed a capacity for independence and peer learning,

which is often more beneficial than any teacher”.

● T10: “I feel that this is where a struggling student found himself in much more

than a frontal lesson in language classes. At the stations where he could

perform tasks, he was busy working and experiencing successes”.

Q5: Do you have any additional insights from the “El Hasade” method that you can

share here?

Some of the teachers remarked the following insights they had along the year:

● T3: “You need patience, constant exposure to the children and daily

practice”.

● T4: “That the learning materials will be ready and there will be no need to

prepare them because it takes much time to prepare them.”

● T5: “A method that requires preparation in class, it is advisable to discuss in

plenary before starting to work that way”.

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Q6: Can you say if the implementation of the PACE method was effective for your

students?

Participants had expressed their content from the instructor which guided them

throughout the year:

● T7: “In my opinion, this method is very successful in all aspects, it led me

believe in so many students I felt I lost before applying El Hasade”.

● T9: “The ability to reach all the students in a two-hour lesson is wonderful

and accurate in my opinion. It is important for me to say that the joy of

learning the method and the constant pushing not to be afraid and to believe

in it came to me from dear Orly (the instructor), we opened and solved

everything complex together. She knows how to wrap and do it perfectly. She

has a big part in our success!!! Love her very much!”.

● T10: “Yes! that we won Orly (the instructor) and there is nothing like it! We

were skeptical about everything related to the method and she came to us very

patiently. Always available and ready to help both in her free time and when

we went through observation and supervision classes… that made the whole

experience for both us and the students so meaningful.”

5. DISCUSSION

El Hasade (PACE) is a new approach that connects learning to sensory, emotional,

and social systems in ways that allow students to mobilize personal and joint forces in

language acquisition. In the present study, we strained to show that the approach, which

combines these methodologies, provides answers to students on three levels: cognitive

(presented by achievements), emotional (presented by motivation) and social (presented

by teachers' testimonials on classroom climate). For this purpose, a study has been

conducted in six classes: three third-grade classes (with one of them being the control

group), two fourth-grade classes, and one fifth-grade class. Three Israeli Jewish

populations have been examined: Two classes of new immigrants (coming mainly from

Russia, Asia, and Sudan), one old Israeli secular class in a high socioeconomic area, and

one class in a religious Jewish school in a relatively low socioeconomic area. The sixth

classroom was a third-grade class in a school where intervention was carried out, except

for this class due to the teacher's maternity leave, so it served as the control group.

The International Index for the Progress in International Reading Literacy Study

(PIRLS) (Martin et al., 2007) on literacy includes four levels: low (locating and retrieving

information), intermediate (making simple references), high (making inferences and

interpretations with text-based support) and advanced (integrating ideas and information

across texts to provide reasons and explanations) (Mullis et al., 2012). Improving literacy

skills is important in every country. Learning at an early age (5-7 years) is of crucial

importance since, according to Myrberg (2007), children who are left behind in early

years, the development of reading and writing encounter considerable difficulties in

following education later as the texts become longer and more complicated. Our research

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showed that the highest changes in grades were in the third grades of the immigrant

children (97.45% and 55.77% respectively), in the fourth grades the percentage of change

was 18.75% and 52.94%) and finally, the percentage of change was in the fifth grade -

and it was 20.13%. This is a small sample, and it will be interesting to test this on a larger

scale and in a wider range (from first grade to sixth grade for example) to get numbers

that verify the literature. Simultaneously, there is a connection between learning at a

younger age and the percentage of improvement in grades.

As mentioned earlier, the innovation in this study is the addition of the cognitive

dimension to social-emotional learning (CSEL). As mentioned, SEL is a process of

developing self-awareness, self-control, and interpersonal skills essential for success in

school, work, and life (Paolini, 2020). People with strong social-emotional skills can

better cope with daily challenges and benefit academically, professionally, and socially

(UNICEF, 2023). This research expression is validated in the semi-structured

questionnaire conducted among 10 participating teachers, one of whom (T4) claimed:

“The method had an effect in that the children learned to take care of each other during

work and continued to the rest of the lessons and breaks, they learned in a different, more

independent and diverse way. To this, T9 added that: "The method made the students

much more independent, learn, think, cope and above all the ability they are capable of".

Emotional intelligence is critical to academic success and linked to improved

educational outcomes, including higher grades and standardized test scores. In an

elementary school setting, emotional learning can help students better understand and

regulate their emotions, leading to improved focus and attention in the classroom (Carter

et al., 2004). T9 said that “there is a high motivation. The rationale for dividing the pairs

according to strong-weak is fundamental. The strong students on the one hand learned

and developed additional abilities and on the other hand dealt with the values of others.

The weak on the one hand felt trusted but on the other hand developed the ability to be

independent and learn Peers who are often more helpful than any teacher.” T10 added

that: “I feel that this is where a struggling student found himself in much more than a

frontal lesson in language classes. At the stations where he could perform tasks, he was

busy, worked and experienced successes. Regarding an outstanding student, this is the

place where there was an opportunity to empower him, he would get a partner who

needed more help, and I would explain to him individually that I believe in him and what

I expect from him. Of course, if there was a difficulty then we would change, and it really

worked. I have no doubt that the students’ grades are completely related to the form of

learning itself.”

An early study (Caprara et al., 2011) showed that SEL is a comprehensive and

integrated approach to education that combines the strengths of learning to promote

student success. It is considered a predictor of learning abilities in children and young

adults' early and late learning stages. Later studies (such as Bener et al., 2022) showed

that students who are exposed to social and emotional learning methods (without the

cognitive component that will be emphasized in this work) tend to get better academic

results, including improved linguistic, scientific, and mathematical literacy. This

approach can be particularly beneficial for students in primary schools, where basic skills

are developed. This was confirmed by T9, who stated: “The changes in the grades

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surprised them; they were very excited to see the large differences between the grades of

December 22 and the grades of May 23, since there was not one student who did not

improve his grades, even if he started with a very minimal grade. The outstanding ones

also improved but, in any case, the range of their change was smaller.” T8 even

mentioned that she was excited to see special education children succeeding in the regular

exam “without difficulty”.

As mentioned, the Hebrew language scores of the schools that participated in the

study increased on average from 20% in the school with the Native Hebrew speaking

population whose socioeconomic status score is very high, to 97% in the school of new

immigrants from a very low socioeconomic average. We discovered, interestingly, that

there is an inverse relationship between the school’s socioeconomic average and the

percentage of change in the scores of participating students, that is, the higher the

socioeconomic average, the lower the percentage of improvement and vice versa (see

table 1 – the differences between scores from school 1 (new immigrants) and school 3

(native Hebrew speakers). This study assumes that the reasons are diverse and tend to

stem from a lack of motivation among strong schools where there is access to private

tutoring and external assistance from the parents (not from the teachers and students, but

systemically). Also, other reasons can emerge from the starting point of a school for

immigrant children when the averages started at about 40 out of 100 and ended at 89 out

of 100. The ability to improve is more significant than a school that started with an

average score of 60. Nevertheless, the achievements of the "strong” schools did not reach

the achievements of the "weak" schools, which were characterized by weak populations

and new immigrant students for several assumed reasons.

Social learning is another important aspect of the integrative method examined in

this study. Social learning refers to the process by which students learn from peers

(Hortigüela Alcalá et al., 2019). In an elementary school setting, social learning can take

many forms, including cooperative learning, peer teaching, and group projects (WGU–-

Western Governors University, 2020). The teachers participating in this research

mentioned three significant changes that occurred in their classrooms with the change in

the learning method: Change no. T4: 1) “The method affected the children in the way that

they learned to take care of each other during work. This continued for the rest of the

lessons and breaks as well”. 2) T7: “The children spoke in the ‘language’ of El Hasade,

in the special terms of cooperation that help in the climate change in the classroom”. 3)

T10: “The students reduced their dependence on us, the teachers, and solved problems

on their own using higher social resources”. These findings concur with the literature of

peer teaching, problem solving together and cooperation (Mitsea, Drigas, & Mantas,

2021). By working with others, students can develop critical social skills, such as

communication, collaboration, and problem solving, that are essential for success in

school and beyond (Carpenter et al., 2010a). T7 (a 5th grade teacher) stated that: “Students

learn independently, in a very significant way, this established their learning habits more,

learning in pairs exposed the children to a student with whom I had less contact and this

created new friendships and connections, learning in groups accustomed them to working

together, the rules The fact that they get along well in the group has promoted it a lot also

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in terms of the respectful discourse between them and especially about a better climate

that was created in other lessons and even during breaks.”

Cognitive learning is an important component in various studies (Carpenter et al.,

2010a). This approach to education recognizes that students learn best when they are

actively involved in the learning process. In an elementary school setting, this may

involve hands-on-experiential learning and activities that allow students to apply what

they have learned in real-world contexts. For example, students may engage in scientific

experiments, mathematical problem-solving activities, or linguistic challenges that

require them to think critically and creatively (Voskoglou & Buckley, 2012). Thus,

engaging children in sensory and motor activities such as drawing, writing, and physical

activities can improve their cognitive abilities, including language and literacy. These

activities stimulate the brain and improve hand-eye coordination, essential for writing and

reading. In addition, by participating in these activities, children can develop their

attention, memory, and problem-solving skills, which are fundamental to language and

literacy acquisition. T8 stated that: “particularly weak children, who did not hold a pen

in their hand throughout the year, began to participate actively, showed interest, ability

and their achievements improved miraculously”. T1 (3rd grade teacher of new immigrant

children) said that the student of the combined class (special education) got a score of 80

in the regular language test, which was not adapted for children in special education. The

teachers of the fourth grade (T6 and T8), who are required to teach the children for the

national exam during 3 consecutive months, described that T8: “the method created a

higher ability of concentration among the children, the method of moving between the

stations, the change in tasks from station to station, and the need to work in an orderly

manner, helped the students to concentrate over time and perform complex tasks that they

could not perform in a normal face-to-face class.”

Promoting sensory and motor skills may have a significant impact on the

development of language and literacy skills in elementary school children (Bataglia et al.,

2020). Furthermore, sensory activities, such as playing with toys, touching textures, and

exploring the environment, can help children develop their sensory perception and

memory skills, which are essential for language and literacy acquisition (Greven et al.,

2019). By engaging in sensory experiences, children can learn to recognize and remember

words and concepts and make connections between the physical world and language.

Similarly, motor activities such as drawing, writing, and physical activity can help

children develop the fine motor skills required for writing and reading. Hand-eye

coordination, dexterity, and muscle control are all essential to writing letters and words

legibly and following lines of text while reading. Physical activity can also help develop

attention, memory, and problem-solving skills, which are important for language and

literacy acquisition (Bataglia et al., 2020). Five of the participating teachers (T7, T9, T8,

T5 & T1) stated that the games, tools and devices given to the children for learning at the

stations, the use of plasticine, and the materials that required the children to touch, feel

and create, helped them develop memory, retrieval and retrieval of new words.

Finally, the PACE method emphasizes the importance of a supportive learning

environment. This can include a positive and inclusive school culture as well as effective

classroom management strategies that promote student engagement and motivation and

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this is consistent with the research of Carpenter et al. (2010b). By creating a supportive

learning environment, teachers can help students feel valued and respected, leading to

improved academic outcomes, including improved language, science and math literacy.

PACE combined the cognitive dimension with the familiar social emotional learning in a

new way and connected three dimensions in the students (CESL) while giving brain tools

and emotional and social support in the form of friends, classroom climate, and tools for

an educational classroom culture. This approach is fundamental and comprehensive to

education in the field of linguistic literacy and has a positive effect on linguistic literacy

among students in elementary schools. By blending cognitive, emotional, and social

learning strengths, CESL, as this study performed the integration, can help students

develop the foundational skills they need to succeed in school and beyond (OECD, 2021).

As for critical reviews about the SEL method in the US, this research wishes to

point out the attention towards Is and Matters (2019) research that provides a critical

perspective on the trends in the field of Social Emotional Learning (SEL) in the United

States. The authors discuss how SEL has become a major emphasis in American

education since the early 1990s, with numerous programs and initiatives focused on

enhancing emotional skills and competencies among students. This article highlights the

tension between the stated ideals of SEL, such as promoting caring, community, and

diversity, and the actual practices employed in many programs. It argues that while SEL

aims to address social and emotional needs in educational settings, it often prioritizes

individualistic models of self and focuses on controlling emotions and behaviors. This

narrow focus may undermine the broader goals of building caring and inclusive classroom

environments. Our research shows the extreme opposite results, that is, how the new

CSEL integrative method emphasizes collaboration, team playing, and peer teaching in

order not to promote some students on the expense of others, thus pairing all students as

heterogenic couples according to Judaism ancient method “Hevruta” (meaning friends

working together) so peer studying, mutual fertilizing and joint efforts increases both

strong and week students in the “Hevruta” as in the group they are jointed. Is and Matters

(2019) also point out the lack of clarity and conceptual confusion surrounding SEL, as

the term is used to encompass a wide range of programs with different approaches.

Moreover, there is ongoing debate and skepticism about the effectiveness of SEL

programs, with some studies lacking rigorous evaluation methods. The research

conducted here is three-level research combining numeral results of all classroom

students and teachers’ testimonials reflecting two defined qualitive outcomes such as self-

motivation regarding emotional learning and classroom climate that expresses social

learning.

The hereby research "Engaging in a reactive response to this critique, thereby

succumbing to the article's manoeuvre" the author of this research conducted it in

different classroom environments as mentioned before in order to overcome the cultural

biases mentioned and dares to suggest the combined method of CSEL and its defined

measurements proposed here (achievements, self-motivation and classroom climate) as a

unified practice for performing SEL optimally.

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6. CONCLUSION