Beyond the Language: Arabic Language Textbooks in Arab–Palestinian Society as Tools for Developing Social–Emotional Skills

Abstract

Social–emotional learning (SEL) is recognized as an important component of the educational system, significantly impacting student success. This study aims to examine how Arabic language textbooks used in Arab elementary schools in Israel serve as tools for developing social–emotional skills, beyond their role in language instruction. Using a content analysis and semiological analysis on nine ‘Arabic Our Language’ textbooks for Grades 1 to 6, the findings revealed that all categories of social–emotional skills defined by CASEL were represented, but with an imbalance in their prevalence. Interpersonal relationship skills were the most frequent, while social awareness was the least represented, despite its importance in the Israeli context, which is the context in which this study takes place. Additionally, lower grades (1–3) showed a lack of SEL content compared to higher grades (4–6), even though an early integration of these skills is more effective. Furthermore, the SEL content did not always align with the fundamental principles for optimal implementation. This study emphasizes the need for curricula and textbooks in Arabic language education that are adapted to each developmental stage and tailored to the Israeli socio-cultural context. The findings underscore the critical role of Arabic language textbooks in fostering a holistic educational experience, preparing students for both academic and social success, and serve as a call to action for curriculum designers and textbook authors to integrate social–emotional learning in linguistic educational materials.

1. Introduction

Social–emotional learning (SEL) is seen as an essential component of education with a significant contribution to students’ academic and personal success [1,2]. The integration of social–emotional skills within fields of study contributes to increasing the relevance of learning, and to understanding and internalizing the material studied in each subject [3]. Implementing SEL helps to reduce social gaps between students from disadvantaged populations, such as minority groups, and other populations [4]. Researchers have found that the implementation of SEL in the first years of school is more effective compared to its implementation later on [5]. The importance of integrating SEL increases in the teaching of linguistic education components such as reading and writing, and in language and literature classes, which are platforms for developing and imparting social–emotional skills [6]. There is great potential in language education books for SEL, as they have the ability to offer diverse activities, texts, illustrations, and materials that serve as a platform for discussing issues related to self-understanding, for having a respectful dialogue, and for multimodal exposure to other cultures that can help students integrate into the global world [7,8].

SEL is seen as effective when it is adapted to the environment and students’ social, cultural, and economic context [9]. The State of Israel is an example of a multicultural country that includes different national, religious, and cultural groups [10], where the relationship between the different cultural communities is characterized by inequality, alienation, lack of dialogue, and mutual denial [11]. The rift is especially noticeable in the relationship between the Jewish–Israeli majority group and the Palestinian–Arab minority, due to the long-standing historical and national conflict between the two groups.

This study focuses on the examination of social–emotional skills reflected in the ‘Al-Arabiyyah Lu’tuna’ book series, which is used for teaching Arabic as a native language, for Grades 1 to 6 in Arab elementary schools in Israel, both textually and visually. The aim is to explore how the skill categories are represented according to the CASEL [1] model in the selected books, their distribution across different age groups, and how well this perception aligns with the principles of the optimal absorption of SEL.

2. Literature Review

2.1. Social–Emotional Learning

Social and emotional learning (SEL) is the process through which young people and adults acquire and apply knowledge and skills, along with developing attitudes that promote emotional well-being and effective interpersonal skills, achieving personal and collective goals. This process enhances their ability to empathize with others, build and maintain positive relationships, and make responsible and thoughtful decisions [1].

The Collaborative for Academic, Social, and Emotional Learning [1], which promotes SEL, divided these skills into five categories—self-awareness: the ability to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts.

• Self-management: the ability to manage one’s emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations.
• Responsible decision-making: the ability to make caring and constructive choices about personal behavior and social interactions across diverse situations.
• Relationship skills: the ability to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups.
• Social awareness: the ability to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts (see Appendix A for details of the categories and related sub-skills).

Various studies written on SEL show that encouraging the development of children’s social–emotional skills contributes to improving their school success and academic achievements [2,12,13].

2.2. Social–Emotional Learning in the Context of Arab Society in Israel

SEL is seen as effective when adapted to the environment and the social, cultural, and economic context of the students [9]. Hence, there is a need to refer to the characteristics of Arab society in Israel, and to examine how they affect SEL characteristics, and the choice of emphasis in this learning.

The State of Israel is an example of a pluralistic country that includes different national, religious, and cultural groups [10]. However, most researchers believe that Israeli society is not multicultural, because it is deeply divided, since the relationship between the different cultural communities is characterized by inequality, alienation, lack of dialogue, and mutual negation. There is also a separation between the different communities in different areas of life, such as in the education system and in residential areas [11].

The rift is especially noticeable in the relationship between the Jewish–Israeli majority and the Palestinian–Arab minority. Arabs make up about 21% of Israeli society. This population has unique national characteristics, and their relationship with the Jews is complex due to the long-standing conflict. With the establishment of the State of Israel in 1948, this population became a minority as a result of war and displacement. The establishment of the State of Israel fulfilled the Zionist agenda and was accompanied over the years by the institutional and public discrimination of Arabs [14,15].

A committee of experts that dealt with fostering SEL in the Israeli education system pointed to two major challenges: dealing with tensions and divisions between groups in society, and dealing with situations of threat and violence. The committee emphasized the importance of SEL in dealing with these challenges, including the promotion of civic consciousness, knowledge, communication skills, and motivation to understand and deal with social and cultural diversity. The goal is to cultivate responsible citizenship, values of equality, human dignity, and social justice, while promoting emotionally protected learning environments and personal and group resilience [6].

The updated meta-analysis conducted by Cipriano et al. [16] focuses on universal school-based social and emotional learning (SEL) interventions. This research examines a total of 424 studies that were conducted between 2008 and 2020. The results indicate that students who engaged in these interventions demonstrated notable enhancements in various areas, including skills, attitudes, behaviors, school climate, and academic performance.

2.3. Principles for Absorbing and Cultivating Optimal SEL

The research literature [5,17,18,19] that reviewed ways of an effective absorption of SEL indicated some principles that could help the success of this learning, from which we chose the principles relevant to the current study:

• SAFE: a concept relating to four different components for SEL success. Sequenced—learning is based on a gradual “step by step” process;
• Active—learning includes active and practical practice of the skills learned; Focus—learning dedicates specific time to develop specific social–emotional skills;
• Explicit—learning defines the SEL skills that are important to develop and that set clear goals for the learning process and the desired results [1,17,19].

Interaction and social involvement: the research examining the effectiveness of learning environments shows that academic skills in the first years of school are related to the student’s ability to be involved in positive social interaction with peers and adults [20].

Partnership with the family and the community: the involvement of parents in the learning process is seen as one of the overriding principles of SEL; hence, it is necessary to strive for parents to be full partners in the learning programs, and even receive knowledge and an explanation of these programs [21].

2.4. Adaptation to the Developmental Stage

In general, researchers have found that an effective absorption of social–emotional skills is more impactful in early schooling than in later years, with certain skills being crucial at specific developmental stages [5,22]. The education system should align SEL with the developmental continuum and age-specific characteristics. In elementary school, students should learn to control emotions and behavior and engage in positive social interactions. Teaching methods should be tailored to developmental stages, with direct instruction in social–emotional skills, integrated into classroom activities and processes, ensuring that students understand the skills and methods required for their development [23].

2.5. Integration of SEL in Arabic Textbooks

The report that examined the state of social–emotional education in the countries of the European Union and its integration into school curricula recommended its effective, sustainable integration as a core component of the curriculum [24]. The implementation of SEL skills will allow for students to develop these competencies integrally while learning, which will strengthen the relevance of learning and help in understanding and internalizing educational content in a variety of fields [3,4].

Focusing on the implementation of SEL in learning and teaching language and literature becomes more central when these classes provide a platform for developing and strengthening social–emotional competencies [6]. Fisher and Frey [25] claim that literature is the most appropriate content area for SEL. Various studies have shown that optimal language acquisition in language education classes is influenced by emotional factors, such as motivation and perception [26], and social factors, such as cooperative learning and social interaction in the classroom [3,27]. Gorniak’s study [28] found a positive relationship between SEL skills and scores in State language tests in language, where higher scores were determined among students with high SEL skills.

School textbooks are a basic source of knowledge and an important tool in the learning and teaching process, while being used as socialization agents, providing a social and educational service [29,30,31]. In particular, language education books present a great potential for SEL, as they offer activities, texts, illustrations, and diverse materials that encourage discussion on issues such as self-understanding, respectful dialogue, and multimodal exposure to different cultures, while helping students integrate into the global world [7,8].

Language textbooks help students understand diverse perspectives and empathize with others by presenting multicultural texts that highlight history’s influence on current behaviors and foster social awareness [32,33]. (Rosenblatt [34] notes that literature offers immersive experiences beyond mere knowledge, urging readers to connect with characters and the wider world [35,36]. Boyles [35] advocates for texts that teach social–emotional skills through dynamic characters who overcome challenges and serve as role models. He recommends concentrating on one skill per text to deepen understanding and practice. Cappiello and Dawes [37] suggest diversifying texts aimed at SEL, by including written and digital genres (stories, poetry, websites, and articles aimed at children) that can stimulate interest, motivation, involvement, and curiosity among students.

Alongside the reference to the role of the texts, there is a need to discuss the role of the pictures and drawings in the textbooks as a channel for imparting social–emotional skills. The image is seen as an equivalent element to the text, since the visual dimension builds the sensory experience and the atmosphere of the book [38]. The visual images are used to illustrate, explain, or embellish the taught content, and they have an important role in shaping the consciousness of the students, and in increasing their interest, listening, and involvement, especially students of a preschool age, whose written language is not yet mature [33]. According to Dresser [26], the use of high-quality pictures in textbooks can contribute to the development of students’ emotional awareness, alongside promoting their empathic behavior towards others.

3. This Study and Research Questions

Studies show that the integration of SEL within fields of study, including language and literature, increases the relevance of this learning for students and enhances their understanding and internalizing of the material taught in each subject [3]. From the abundance of studies written on SEL, there are few, to the best of our knowledge, that deal with the promotion of SEL within fields of study, and this lack is therefore the motivation for conducting the current study that will examine the extent to which SEL skills are reflected in textbooks teaching Arabic as a native language and as a core area, for elementary schools in the schools designated for the Arab minority in Israel. This study will attempt to answer the following questions:

• Are SEL skills reflected in Arabic language education textbooks used in Arab elementary schools in Israel? And what are the dominant skills, according to the five categories of the CASEL model [1], in these textbooks?
• How are the skill categories in the CASEL model [1] reflected in the division into the different age groups?
• To what extent do these textbooks adhere to the principles that support the optimal integration and absorption of SEL concepts?

It is important to emphasize that the purpose of our analysis was not to directly measure emotional or social education. Instead, we aimed to identify and assess the inclusion of content pertaining to specific social–emotional learning (SEL) skills, as defined by the CASEL framework, in the textbooks. Our goal was to determine how much support these textbooks offer for the development of SEL skills through their content and activities. This would provide valuable insights into how well the curriculum aligns with recognized SEL objectives.

By examining the reflection of social and emotional learning (SEL) skills in language textbooks, the current study aspires to provide educational and practical suggestions for establishing socio-emotional skills through language teaching textbooks, thereby helping policymakers, teachers, and authors to effectively promote SEL in these textbooks. To carry out this, we selected CASEL’s [1] frequently cited theoretical framework, as it maps children and adolescents’ socio-emotional skills with a practical aim in mind—to help enhance them. This model examines how a variety of educational activities affect the performance of children and adolescents. It addresses practical questions, and the answers focused on educational objectives, and less on explaining and predicting personality traits and psychological variables and their effects on human behavior.

4. Methodology

4.1. Study Range

A semiotic analysis and content analysis are the two methodologies used in this qualitative study. A content analysis aims to methodically characterize and evaluate the messages contained in a particular text in order to derive generalizable conclusions. A semiotic analysis, in contrast, focuses on interpreting visual elements [39]. The combination of these methods enhances the reliability of findings by reducing the impact of selection and subjective biases [39].

In this study, a content analysis was applied to the written material in Arabic language textbooks, involving a systematic categorization and quantification of messages extracted from the research subjects. This process entailed organizing data into distinct categories and subcategories [40]. A semiotic analysis was utilized to interpret the visual components of these textbooks through a three-stage approach: the sample selection, identification of denotative elements, and analysis of emergent connotations [39]. This method specifically targeted the visual imagery present in the textbooks. By employing both a content and semiotic analysis, this study provides a comprehensive examination of both textual and visual elements in Arabic language textbooks, offering a more holistic understanding of their content.

4.2. The Research Sample

This study specifically focused on the examination of the ‘Al-Arabiyya Lu’tuna’ (Arabic Our Language) textbook series, which has been approved by the Ministry of Education for the teaching of Arabic as a native language in Arab schools. The series was written by different writing teams, Arabs and Jews, and was published by the Center for Educational Technology. The choice of this series was due to the desire to analyze books published by a public institution, since the other books intended for the teaching of Arabic in elementary schools were compiled by private authors; therefore, writing conclusions and insights about these books may arouse a certain sensitivity.

The ‘Al-Arabiyya Lu’atuna’ (Arabic Our Language) textbook series, published by the Center for Educational Technology, includes various volumes designed for elementary education. The series starts with two parts for Grade 1: Part 1 consists of 184 pages and Part 2 has 157 pages, both published in 2010. The Grade 2 textbook, also published in 2010, contains 207 pages. This is followed by the Grade 3 textbook with 259 pages, published in 2011. The Grade 4 textbook has 242 pages and was published in 2012. The series also includes two parts for Grade 5, with Part 1 containing 191 pages and Part 2 having 159 pages, both published in 2013. Finally, the Grade 6 textbooks consist of two parts, Part 1 with 180 pages and Part 2 with 152 pages, both published in 2014. (See Appendix B for details of the researched textbooks).

4.3. The Research Process

In the first stage, the books were selected for the research sample. The ‘Al-Arabiyyah Lu’tuna’ book series includes nine books for Grades 1 to 6 (two books per grade for Grades 1, 5, and 6, and one book per grade for Grades 2, 3, and 4). All the chapters (where a chapter is a unit that includes a group of texts dealing with one topic) included in these nine books were analyzed, except for the last part of each chapter dealing with listening comprehension skills, since it is not based on a written text that can be analyzed.

In the second stage, from among the chapters, the chapters, texts, exercises, and illustrations that contribute to the development of social–emotional skills were located, and they were then sorted into themes and sub-themes, each theme including one of the SEL categories in the CASEL [1] model (self-awareness, self-management, responsible decision-making, interpersonal relationships, and social awareness) (see Appendix A for details of the categories).

For example, there is the following sentence: “Nikolai felt a deep sense of peace within himself. On one hand, he had wonderful friends. On the other hand, he had managed to save the panda and her cub. However, he was not completely satisfied; he still had not received satisfactory answers to his three questions” [41] (p. 150). We have classified this sentence as belonging to the self-awareness category because it reflects Nikolai’s internal emotional state and his reflections on his actions and feelings. The focus is on his personal introspection and emotional awareness, which are key components of self-awareness skills.

Another example can be seen in the following sentence: “Now, after we have finished this interesting meeting, I thank you from the bottom of my heart for the great knowledge you have given me, which left a deep impression on me” [42] (p. 21). This sentence was sorted into social awareness skills because it demonstrates an appreciation for the contributions of others, recognizing their knowledge and the impact it had. This acknowledgment of others’ value is a critical aspect of social awareness, which involves understanding and appreciating the feelings and perspectives of others.

The pictures and drawings in the books were also analyzed and classified according to different skills. An example is a picture of three places of worship together: a mosque, a synagogue, and a church [43] (p. 66). We have classified it as representing social awareness skills, as the image highlights cultural and religious diversity, fostering an appreciation of various social contexts. This classification emphasizes the skill of recognizing and respecting diversity, a key aspect of social awareness.

In the third stage, a quantitative–qualitative analysis was performed, which included counting and comparing the components according to the research tools. The frequency of the occurrence of themes and sub-themes was converted to percentages for the purpose of comparison between the categories and the age groups.

In the fourth and final stage, the research findings were defined. They included a report on the categories, a description of the contents and examples illustrating each category, a description of the most frequent categories in each age group, and a description of the degree to which the integration of social–emotional skills met the criteria for the optimal assimilation of SEL in the areas of knowledge. At this stage, explanations were written for the findings as well as operative suggestions for their improvement.

4.4. Validation and Reliability

The use of the inter-rater reliability method ensured that the reliability of the data collected in this study was ensured. That is, two researchers examined the analysis, and found a high level (90%) of agreement between the two analyses. In addition, the Retest technique was used, meaning a repeated analysis on the same sample of textbooks a month and a half after the first analysis. The degree of agreement found between the two analyses was very high (94%) [39].

Validation in this study was ensured by constructing an indicator expressing the theory underlying the analysis (Construct Validity); the indicator included themes and sub-themes, so that each theme represented one of the categories of SEL skills in the CASEL [1] model. In addition, this indicator included detailing the texts, images, and exercises that demonstrated the themes and sub-themes. Along with all this, notes containing ideas, reactions, hints, hypotheses, and proofs were recorded in this index, and these served as notes for the researchers [39].

5. Findings

In this section, the results are presented according to the research questions: the representation of the types of social–emotional skills in the textbooks; the representation of social–emotional skills according to the different age groups; and the extent to which the textbooks responded to the principles of absorbing and fostering optimal SEL.

5.1. Social–Emotional Skills in the Textbooks (Grades 1–6)

The content of the textbooks studied was analyzed according to the five categories of social–emotional skills in the CASEL model and was divided into two groups, textual content (paragraphs, sentences, words) and visual content—pictures and drawings.

Perception of Social–Emotional Skills in Textual Content

A total of 1535 content items (textual elements) combining social–emotional skills were located in the nine textbooks. The results of the analysis are presented in

Table 1. Frequency of Social–Emotional Skill Categories in Textbook Content.

No.	Categories of Social–Emotional Skills	Incidence	%
1.	Interpersonal relationship skills	449	29.25
2.	Responsible decision-making	323	21.04
3.	Self-awareness	302	19.67
4.	Self-management	258	16.80
5.	Social awareness	203	13.32
	Total	1535	100

.

As shown in Table 1, of the nine textbooks, it emerged that 1535 content items promoted social–emotional skills, amongst which 449 content items focused on the category of interpersonal relationship skills, which is the most frequent in the textbooks (relative frequency of 29.25%). The category that appeared with the lowest frequency was social awareness (13.22%).

5.2. Examples of Social–Emotional Skills from the Sample Books

• Interpersonal relationship skills: “I visited my cousin in the hospital and gave her a bunch of flowers” [42] (p. 68); “Ahmed says, I hope to invite my dear friend Fadi, as I will never forget his surprise when he invited me to spend the night of ‘Jesus’ birthday’ with him and his family. During the party, we decorated the Christmas tree” (Grade 2, p. 66); “Sameer and Hossam, my friends, visited my house bearing gifts. I greeted them and expressed my gratitude. Afterwards, we began playing in my room” (Grade 2, p. 30).
• Responsible decision-making: “His father decided to take him and his sister Mariana on a trip. This decision had profound effects on his son’s psychological and musical development” [44] (p. 21); “He decided to leave his job and travel round the country to tell people about his courage and strength” [45] (p. 197).
• Self-awareness: “All of this motivates me to write in all honesty because I want to be better, and because I want you to always be the best in my eyes, as you are today” [42] (p. 153). (“My friends and I eagerly await our weekly computer class, and I have become skilled and proficient in using the Paint program on the computer” (Grade 2, p. 94); “However, people quickly recognized the mistake in their beliefs when they discovered its nutritional value” [41] (p. 12).
• Self-management: “My father asked me: what is the purpose of the school? There are a lot of teachers and lawyers. I told him I want to be a journalist” [46] (p. 142).; “I will draw your picture and hang it above the sink so that I can remember your words and so that all members of my family can see them, so that they do not waste water” [47] (p. 102).; “Since his childhood in Al-Ri, he had a deep affection for science and scientists, which led him to study mathematics, astronomy, chemistry, logic, and literature. However, these disciplines did not quench his thirst for knowledge, as earth sciences were not available in Al-Ri at that time. Consequently, Razi moved to Baghdad, which he regarded as the world’s capital of science during that era” [41] (p. 47).
• Social awareness: “The genie was very happy and thanked Ala’ Aladdin for his generous behavior” [43] (p. 188); “I would gladly give half my life to anyone who can bring a smile to a crying baby’s face” [41] (p. 65); “Among the people, my deepest affection is for the workers; the blacksmith, the tailor, the carpenter—I love them all” [42] (pp. 32,33).
• ‘Nikolai loved his friends and trusted them, and he had no doubt that they had done their utmost to help him answer his questions, yet their answers did not convince him. Suddenly, an idea struck him, and he muttered to himself, “I know what I should do! I will go to wise old Leo, for his long life has given him knowledge and experience that enable him to answer complex questions”’ [41] (p. 149).

Perception of Social–Emotional Skills in Visual Content—Drawings and Pictures

A total of 186 drawings and pictures representing social–emotional skills were analyzed. The classification of the images into categories appears below in

Table 2. Incidence of Social–Emotional Skill Categories in Pictures and Drawings.

No.	Categories of Social–Emotional Skills	Incidence	%
1.	Interpersonal relationship skills	121	65.05
2.	Self-management	19	10.21
3.	Self-awareness	17	9.13
4.	Social awareness	15	8.06
5.	Responsible decision-making	14	7.52
	Total	186	100

.

As with the textual content, the pictures shown in the textbooks are mainly related to interpersonal relationship skills (121 pictures, 65.05% of the total pictures that appeared in the books). The responsible decision-making category is represented in last place (7.52%).

5.3. Examples of Pictures from the Sample Books of this Study and Their Classification into Categories (Figure 1, Figure 2, Figure 3, Figure 4 and Figure 5)

The following section presents examples of pictures taken from the sample textbooks used in this study. These pictures have been analyzed and classified according to different skills. The classification helps in identifying the visual elements that contribute to the development of social-emotional skills. Figure 1, Figure 2, Figure 3, Figure 4 and Figure 5 illustrate these examples.

Figure 1. Interpersonal skills. Children working together to pick up trash (Grade 2, p. 124).

Figure 1. Interpersonal skills. Children working together to pick up trash (Grade 2, p. 124).

Figure 2. Responsible decision-making. The child is looking for solutions to environmental problems and is thinking about his role in solving them (Grade 1, 2, p. 101).

Figure 2. Responsible decision-making. The child is looking for solutions to environmental problems and is thinking about his role in solving them (Grade 1, 2, p. 101).

Figure 3. Self-awareness. A child thinking about his future dreams (Grade 4, p. 59).

Figure 3. Self-awareness. A child thinking about his future dreams (Grade 4, p. 59).

Figure 4. Self-management. Depicting the activities that Di’Ayar performs in the morning (Grade 1, 2, p. 59).

Figure 4. Self-management. Depicting the activities that Di’Ayar performs in the morning (Grade 1, 2, p. 59).

Figure 5. Social awareness. The hedgehog says to the owl: “Everyone is running away from me, no one wants to be my friend!” (Grade 4, p. 27).

Figure 5. Social awareness. The hedgehog says to the owl: “Everyone is running away from me, no one wants to be my friend!” (Grade 4, p. 27).

5.4. Social–Emotional Skills in the Textbooks According to the Different Age Levels

The content of the textbooks analyzed were classified according to the different age groups.

Table 3. The Frequency of Social–Emotional Skill Categories in the Study Content according to the Different Age Groups.

Grades	Self-Awareness	Self-Management	Responsible Decision-Making	Interpersonal Skills	Social Awareness	Total Skills	%
1–2	22	13	36	65	13	149	9.70
2	46	21	52	94	23	236	15.37
3	57	40	55	74	19	245	15.96
4	44	39	31	91	25	230	14.98
5 (1 + 2)	64	73	81	68	57	343	22.34
6 (1 + 2)	63	72	74	57	66	332	21.62
Total	296	258	329	449	203	1535	100%

shows the frequencies of each category across different age groups in relation to the categories of social–emotional skills.

As can be learned from the data presented in Table 3, the representation of social–emotional skills is particularly prominent in the textbooks for the higher grades, i.e., Grades 5 and 6, with an almost similar representation of 22.34% and 21.62%, respectively. The frequency of appearance of social–emotional skills in Grade 1 is the lowest (9.70%).

The findings show that social–emotional skills are represented with greater frequency in the textbooks of the older age group (Grades 5 and 6), while they appear less frequently in Grade 1. It can be seen that in the lower grades (1–4), there is an emphasis on interpersonal relationships, responsible decision-making, and self-awareness, while in the higher grades (5–6), there is more emphasis on responsible decision-making, self-management, and self-awareness.

5.5. Principles of Absorbing and Fostering Optimal Social–Emotional Learning

In the present study, we examined the extent to which the textbooks corresponded to the central principles of absorbing optimal social–emotional learning.

SAFE principles

Refer to four main components for SEL success: focus, directness (explicit), sequenced, and active [17,19].

A. Explicit and focus

The nine studied textbooks include 47 chapters, of which only 9 chapters (19.14%) were examined that deal with social–emotional skills as a central theme in the chapter and as a thread connecting all the elements of the chapter. Hence, these chapters meet the focus principle, since they deal with the absorption and cultivation of social–emotional skills in a targeted manner, and they often focus on one of the categories of social–emotional skills established by CASEL.

Of these nine chapters, seven (14.89%) were examined that directly and explicitly stated one of the social–emotional skills in their titles and in the text content of the chapter, and thus they answered the two principles, the focus (focus) and directness (explicit), together. For example, a chapter entitled “We cooperate with each other” [48] (p. 114) deals in a focused manner with the skill “Practice of teamwork and solving problems in cooperation”, which is a sub-skill from the interpersonal relationship skill category, while mentioning the skill in a direct way within the chapter and in its title. The last two chapters (4%) do not mention the name of the skill in a statement even though the chapter is focused on it. For example, a chapter entitled “Journey of a Thousand Miles” [42] (p. 4) focuses on the skill “Demonstrating self-discipline and self-motivation”; however, there is no description of the skill within the chapter (see

Table 4. Book Chapters focused on Imparting and Cultivating Social–Emotional Skills.

Book for Grade	Chapter Heading	Skill Category	Explicit	Focus
2	My family and me	Interpersonal skills	*	*
	My friends and me	Interpersonal skills	*	*
	Holiday of holidays	Interpersonal skills		*
	I’m calling	Interpersonal skills	*	*
3	We chat with the family	Interpersonal skills	*	*
	We cooperate with each other	Interpersonal skills	*	*
4	Friends	Interpersonal skills	*	*
6	A thousand-mile journey	Relationships and self-management		*
	Me and everyone else	Social awareness	*	*

).

B. Sequence:

At the level of the division into age groups, we observed that the textbooks did not demonstrate a deliberate logical sequence in the distribution of social–emotional skills suitable for each age group. Table 4 above indicates an imbalance between the various categories and between the intrapersonal (self-awareness, self-management, and responsible decision-making) and interpersonal (interpersonal relationships and social awareness) skills, so for example the “interpersonal relationships” category repeats itself several times in the different grades. At the same time, there is an imbalance between the division of the chapters into the different levels, so that in the books for Grade 1 and for Grade 5, no chapter focused on imparting and cultivating social–emotional skills was examined.

The absence of the principle of continuity is also evident in Table 3, which presented the prevalence of social–emotional skills in the curriculum according to the different age levels, and in which it is evident that the reference in the textbooks to social–emotional skills of the lower grades (Grades 1 to 4) is low, while these skills appear with greater frequency in the textbooks of the older age groups (Grades 5 and 6).

At the level of the structure of the chapters that deal directly and focus on social–emotional skills, we examined a sequence and a gradual learning process in which each of those chapters begins with a cover page with pictures visually illustrating social–emotional skills specific to the chapter. Underneath the cover page, there are 2–3 questions connecting these skills to the reality of the daily life of the student and their personal experiences. This makes the learning process relevant for each student. The pictures, together with the questions, are used as catalysts for brainstorming, so that they can stimulate social–emotional discussion around social–emotional skills within the chapter, thus cultivating linguistic skill of oral expression along with cultivating social–emotional skills. After the title page, each chapter usually includes three diverse texts that touch in one way or another on the emotional–social skills specific to the chapter, and after each text, there are questions and activities aimed at cultivating linguistic skills in the field of reading and listening comprehension and written and oral expression. For example, the cover page of chapter 7 relates to Grade 6 (see Figure 6).

Chapter Seven, Me and others

This is the cover page of the chapter entitled “Getting along with others”, which deals with social–emotional skills in the categories of social awareness, such as “Demonstrating empathy and compassion”, “Showing concern for the feelings of others”, and “Identifying strengths in others”, emphasizing others with special needs. As can be seen, the pictures on the cover page illustrate the social–emotional skills that are included in the contents of the chapter. Additionally, the following two questions were mentioned on this page:

• What do these pictures have in common?
• We are in a school or a certain place that does not provide opportunities for those with special needs, what should we do?

These two questions can stimulate serious thinking and social–emotional discussion, in that they encourage the student to think about their role in promoting social justice and well-being for others (or themself), identify collaborative solutions to social (or personal) problems, develop a sense of empathy towards others, and more. These questions are considered particularly effective in light of the attempt to direct the student’s thoughts to their personal experience, which makes the subject relevant to them. This example can illustrate how linguistic skills (in the area of oral expression in this case) can be cultivated together with the acquisition and cultivation of social–emotional skills.

C. Active

In order to examine the degree of application of the principle of activity in the exercises that appear in the studied textbooks, we examined the exercises and questions and activities and to what extent they establish social–emotional skills, and to what extent there is active and practical practice of the skills being taught. After pinpointing the exercises that actively promote social–emotional skills, we divided them into activities both inside and outside the classroom (in the following settings: school, family, and community).

A total of 3340 exercises were analyzed. Classification according to the reference to the principle of activity is detailed in

Table 5. Exercises in the Textbooks that Promote the Principle of Effectiveness.

Class Book	No. of Exercises in Book	Activity in the Classroom	Activity Outside the Classroom	Exercises Promoting the Principle of Activity	%
1 (1 + 2)	589	7	1	8	3.13
2	389	28	1	29	11.37
3	501	17	2	19	7.45
4	406	54	5	59	23.13
5 (1 + 2)	804	65	10	65	25.49
6 (1 + 2)	651	72	3	75	29.41
Total	3340	233	22	255	7.63

.

Based on the findings in Table 5, it can be determined that the frequency of activities that actively promote social–emotional skills, both inside and outside the classroom, is low, when among the 3340 exercises in the books, only 255 (a frequency of 7.63%) promote social–emotional activity.

Regarding the type of exercises that promote activity, most of them (91.37%) are exercises and activities that are carried out mainly within the classroom, while a minority of them (8.62%) take place in settings outside the classroom.

The distribution of exercises promoting activity indicated a changing dynamic between the different age groups. In the books for Grade 1, it was possible to notice a very low combination of social–emotional activities (1.35%). But in progressing to higher grades, there was a visible change in the degree to which the principle was reflected. In Grades 5 and 6, a higher combination of such activities could be seen—25.49% and 29.41%, respectively—with an emphasis on activities in the classroom.

5.6. Examples of Exercises Promoting the Principle of Activeness in Social–Emotional Learning

• Social–emotional activity in the classroom: “Your friend wants to play the piano, but he worries about disturbing people at home. Send him some advice that will help him solve the problem” [45] (p. 107). The exercise promotes the skill of identifying solutions to personal and social problems that belong to the responsible decision-making category; “The social welfare department in your town held a celebration to support people with special needs and integrate them into the community. Write the speech you will deliver during the celebration on behalf of the families of people with special needs” [42] (p. 103). This exercise encourages the development of empathy and community engagement by advocating for a marginalized group.
• Social–emotional activity outside the classroom: “Conduct an interview with one of the grandfathers about his childhood life” (Grade 4, p. 183). The exercise promotes the skill of taking the perspectives of others, which belongs to the social awareness skills; “We ask our mother/grandmother/aunt to teach us how to prepare ‘Eid cookies’ or ‘Manakish’ in the kitchen” [42] (p. 31). This exercise fosters intergenerational bonding and cultural transmission, and enhances the skill of practicing teamwork, which belongs to the relationship skill category.

5.7. Social–Emotional Interaction and Involvement

A total of 3340 exercises found within the nine chapters of the studied textbooks were examined, in order to locate the exercises that promoted interaction, cooperation, and social–emotional involvement. The diagnosis focused on the extent to which the exercises related to activities and tasks that required the students to make contact and work together with others, whether with other students (at the class and school level), teachers, parents, or community, through speaking, writing, or practical action. That is, we questioned whether the activities require practical implementation, for example, “Conduct an interview with one of our friends after his participation in a match” (Grade 5, 1, p. 104), or whether the student does not apply it in a practical way, for example, “Write an official letter to the poet Tawfik Zayad” [41] (p. 71).

Table 6. Exercises in the Textbooks that promote Interaction and Social–Emotional Involvement.

Total Exercises in the Books	Interaction in the Classroom	Interaction Outside the Classroom	Total Exercises Promoting Interaction
3340	32 (74.41%)	11 (25.58%)	43 (1.28%)

shows the exercises that promote interaction and social–emotional involvement.

According to Table 6, only 43 exercises (1.28%) out of 3340 exercises in the books promoted interaction and social involvement. Of these, 32 exercises (74.41%) focused on activities that promote interaction and social–emotional activity in the classroom, while only 11 exercises (25.58%) focused on activities outside the classroom that promoted interaction.

5.8. Examples of Exercises Promoting Interaction and Social–Emotional Involvement

• Interaction in the class/school: “We will divide up into groups and work on turning the story into a theatrical work that we will present to the students of the school” [48] (p. 238).
• Interaction outside the classroom: “Ask grandfather/grandmother/father/mother/or an elderly relative to tell us about what they did on holidays when they were young” [44] (p. 92).

6. Discussion and Conclusions

Social–emotional skills (SEL) are seen as an important component of the educational system and affect student success [2]. Integrating social–emotional learning within the fields of study contributes to increasing the relevance of this learning for students, and to understanding and internalizing the material studied [3]. Accordingly, the present study examined the reflection of social–emotional skills in the textbooks of the Arabic language as a native language in Arab elementary schools in Israel, through the analysis of the contents, textual and visual, of the nine textbooks (Al-Arabiyyah Lu’tuna) intended for Grades 1 through 6.

The findings revealed that the five categories of social–emotional skills determined by CASEL [1] were reflected in each of the nine textbooks studied, self-awareness, self-management, responsible decision-making, interpersonal relationships, and social awareness, with each of them presented to a different degree between the textual content and the images. This reflection indicates attempts to integrate social–emotional learning into the teaching of the Arabic language, attempts that correspond to the understanding of the Ministry of Education in Israel, which considers social–emotional learning “a basic condition for the existence of learning in school and also complements it” [6] (p. 41). These attempts are also in line with the stated goals of the curriculum for Arabic language and literature intended for Arab elementary schools; this program emphasizes that language education is an interactive process that aims to develop the student’s personality in all its aspects: intellectual, social, psychological, and linguistic [49] (p. 8). These findings are combined with the claim of Benbenishty and Friedman [6] that shows that the interest in non-cognitive, social, and emotional aspects is increasing when these topics are more present in curricula and policy documents, including in areas such as language and literature, even though sometimes dealing with these aspects is not clearly defined. It seems that this educational approach is based on the results of many studies supporting the importance of integrating social–emotional learning into the official curriculum [25,50,51]. This combination gains special importance in the teaching of reading and writing and in language and literature classes, which are a platform for developing and imparting social–emotional abilities [33].

In comparing the skill categories reflected in the books included in this study, we found that interpersonal relationship skills are the most common, appearing in both the textual content (29.25%) and the visual content (65.05%). And from a more inclusive perspective, the categories of skills in the intrapersonal field, i.e., self-awareness, self-management, and responsible decision-making, receive a lower textual and visual representation than the category of interpersonal relationships. This emphasis on interpersonal relationship skills may indicate that the authors of the books are aware of their importance and contribution to the students’ development. In addition to this, these findings can reflect the perception of “childhood” as a culturally dependent concept, since the perception of the “child”, their attributes and abilities, and expectations of them influence the content addressed to them [52]. The concept revealed in the books included in this study, based on these findings, portrays the elementary school student as an individual who depends on the authority of adults and needs their assistance in dealing with various challenges. It presents the student less as an independent entity, capable of managing their life and dealing with challenges independently. This concept is influenced by the characteristics of Arab society, which is considered a collectivist society [53]. This society is characterized by cooperative features and social cohesion, when the individuals are united in groups throughout their lives, and their belonging to a group is essential to their identity, with an emphasis on values such as mutual help and emotional closeness, affecting the individual’s identity [54]).

A surprising finding is the low representation of social awareness skills in the textbooks compared to the other categories, since these skills were reflected at the lowest level with reference to the textual dimension (13.22%), and in fourth place with reference to the visual dimension (8.06%). This finding comes in contrast to the socio-cultural context of the current study, since in pluralistic Israeli society characterized by social tensions and relations of mutual negation between the different cultures [11], it would be appropriate to establish the skills of accepting the other as included in the category of social awareness. This is especially important for the establishment of these skills among students who belong to the Arab minority, which is in a relationship of long-standing historical conflict and national struggle with the Jewish majority group [14]. Beyond that, the current findings conflict with the recommendations of the expert committee, which guides the development of social–emotional learning in the Israeli education system while dealing with two major challenges: tensions and divisions between groups in Israeli society, and exposure to violence [6]. The trend obtained from the present studyindicates a disregard for Jewish culture, internal isolation, and insufficient exposure to the neighboring culture. This trend is not completely consistent with the recommendations of various studies that emphasize the potential inherent in literary texts in exposing the student to other cultures along with exposing them to the characteristics of their particular culture [32,55].

Regarding the age levels, the findings indicate different frequencies and distributions of social–emotional skills in the textbooks at the different levels. In a general view, the representation of the skills is particularly prominent in the textbooks of the higher levels, in Grade 5 (22.34%) and Grade 6 (21.62%). Conversely, in Grades 2, 3, and 4, fewer skills are presented with a similar relative frequency (15.37%, 15.69%, and 14.98% in sequence). We found that the lowest frequency was found in Grade 1 (9.70%). The different emphases given to social–emotional skills between the different age groups reflect the pedagogical values and considerations of the authors of the textbooks. The findings show that in the higher grades, there is an emphasis and preference for the development of social–emotional skills, and this can indicate a pedagogical understanding that at this early stage, there is an increased need for the development of social–emotional skills, perhaps due to developmental and social changes occurring at this age. The stability in the prevalence of skills in Grades 2, 3, and 4 may indicate the need to support social–emotional development in a stable and frequent manner. However, the lack of emphasis on social–emotional development in Grade 1 could indicate a perception that at this stage, one should focus on basics and more basic knowledge, even though this conclusion contradicts the claim that the absorption of social–emotional skills at earlier stages is more effective compared to their absorption at later ages [5].

As for the dominant social–emotional skill categories at the different levels, we found that in the higher grades (5 and 6), there was an emphasis on interpersonal skills: responsible decision-making, self-management, and self-awareness. In the lower grades, 1–4, the emphasis was on interpersonal relationships, responsible decision-making, and self-awareness. In general, the different prevalence of social–emotional skills between the lower and the higher grades was consistent with the developmental approach that emphasized the need to adapt the acquired skills to the different stages of development [23]. However, there was an inconsistency between the focus on the intrapersonal field in the higher grades and the research showing that as students grow older, the centrality and importance of relationships with peers increase. Children are required to deal with friendships and more complex social situations. This requires them to develop a wide range of interpersonal skills that include the ability to develop sophisticated friendships, behave in a pro-social and moral manner, and resolve social conflicts [6]. In the context of the increased emphasis on interpersonal relationships in the textbooks for the lower grades, it can be understood that at this stage of studies, students are expected to control their emotions and behavior, and to be involved in positive social interactions with their peers and with the adults at school [23].

As for the application of the best principles for absorbing social–emotional learning examined in this study, the research findings showed that the chapters that focused on social–emotional skills as a central topic, and referred to them in a targeted manner, that is, that met the principle of focus, were relatively few (19.14%). A similar situation was also found regarding the chapters that met the principle of directness, that is, that stated directly and explicitly one of the social–emotional skills (14.89%). In addition to this, we found that the chapters that dealt specifically with social–emotional skills did not rely on a continuous and structured program of social–emotional learning that adapted the skills to the developmental stage and distributed the skills between the age groups in a balanced way. Therefore, the books did not meet the principle of continuity in terms of imparting social–emotional skills. These findings indicated that most of the chapters did not focus on a category or a specific social–emotional skill and did not establish a process of updating the acquired skill. Likewise, the division of skills into age groups was carried out randomly without an ongoing, conscious, and intentional plan. This situation made the social–emotional learning process difficult, since focusing learning on a specific and direct social–emotional aspect could provide students with opportunities to practice and understand the skill in a broader and deeper way [35]. Additionally, the lack of a continuous social–emotional learning program did not take into account that certain skills serve as building blocks for the development of more complex skills and abilities [23]. The limited application of the principles of focus, directness, and continuity went against the calls and recommendations that emphasized the need and importance of teaching social–emotional skills in a consistent, targeted, and direct manner [6,56].

The findings showed that the frequency of activities and exercises that promoted social–emotional skills in a practical and active way is low (7.63%); these activities were carried out mainly in the classroom (91.37%), while a minority of them took place in extracurricular settings (only 8.62%). It was also found that the integration of such activities was extremely low in the lower grades, whereas progressing to higher grades, an improvement in the degree of activity implementation could be seen. These findings indicated that the integration of activities that promote social–emotional learning within the textbooks was given low priority by the authors of the books, especially in the lower grades, even though the application of experiential learning and practical practice of the social–emotional skills is a necessary step for social–emotional learning and contributes to it [19]. Likewise, it emphasized the importance of this application specifically in the lower grades, where teaching that combines a lot of practice and experiential activity is required [5,23]. Combining social–emotional activities with language and linguistic literacy acquisition activities could create a balance between academic and social–emotional skills and constitutes multidisciplinary teaching that addresses the student as a whole (teaching the whole child) [33,57]. According to Kopelman-Robin (2020), the most effective way to establish social–emotional learning in the elementary stage is direct teaching aimed at cultivating social–emotional skills and integrated with practical activity.

The findings show that the textbooks showed little tendency to promote interaction and social involvement. Only a small number (1.28%) of the exercises dealt with this, while most (74.41%) focused on interaction within the classroom, and a minority (25.58%) on interaction outside the classroom, such as in the family or in the community. These findings indicated a low priority given by the authors of the books to the promotion of social interaction, even though it is important for the acquisition of social–emotional skills and language learning [3,27].

It also recognized that academic activities combining cognitive challenges with social interaction increased the student’s level of involvement in learning and promoted deep and long-term learning [18,23]. In addition to this, the lack of activities that encouraged interaction and collaboration outside the classroom indicated a limited degree of cooperation between the school and the family, even though this cooperation is a necessary condition for imparting social–emotional learning [1], since the involvement of parents in the learning process could positively affect students’ achievements academically as well as in terms of emotional and behavioral indicators [58].

In summary, the literature review at the beginning of this article emphasized that social–emotional learning is perceived as an important component of the educational system and impacts student success [2]. Various studies have pointed to the potential inherent in language education textbooks for fostering social–emotional skills [7,8]. The review further highlighted the importance of grounding social–emotional skills within the context of the Israeli educational system, focusing on cultivating “social awareness” skills that enable improvements in relations among different groups in society, including the complex relations between Jews and Arabs. Based on this research overview, the current article attempted to examine how social–emotional skills are reflected in Arabic language education textbooks used in Arab primary schools in Israel, and the extent to which these books adhere to the leading principles for the optimal integration of social–emotional learning. The research findings showed that the reflection of social–emotional skills in these books did not fully comply with the principles of the optimal integration of social–emotional learning. It was also found that “social awareness” skills were the least represented, compared to other skill categories in the CASEL model [1], despite their emphasized importance in the Israeli context as highlighted in this review. From here, this study recommends that the implementation of social–emotional learning through Arabic language education textbooks be based on a focused, direct, and continuous program, adapted to each developmental stage, and tailored to the Israeli socio-cultural context, which underscores the importance of skills for accepting and including the ‘other’, including the ethno-national ‘other’. The research findings, conclusions, and recommendations written in its wake can enhance awareness of the importance of developing social–emotional learning skills, especially in a multicultural and divided country like Israel. Furthermore, they serve as a call to action for curriculum designers, textbook authors, and school teaching staff to devote more attention to the integration and cultivation of these skills in educational materials.

6.1. Limitations and Future Research Directions

This study is based on the analysis of nine textbooks intended for the teaching of the Arabic language in Arab elementary schools in Israel. This sample can be a disadvantage for the broad representation of social–emotional learning in the context of language teaching in general in the Israeli education system, and the teaching of Arabic for advanced age groups in middle and high school. Additional disadvantages of this study are the lack of reference to the impact of these books on the target audience, i.e., the students, and the lack of reference to the Arabic language teachers’ perception of the role of these books in the context of imparting social–emotional skills alongside linguistic skills. In order to expand the research canvas and provide more diverse insights, we recommend conducting the following studies:

• Examining the integration of social–emotional learning in language teaching books, Hebrew and English, in both education systems, Arab and Hebrew.
• Examining the integration of social–emotional learning in Arab language teaching books for Arab schools in both middle and high schools.
• Examining the perception of language teachers towards the role of Arabic language teaching books in the context of imparting social–emotional skills alongside linguistic skills.

6.2. Practical Recommendations

Language teaching textbooks can serve as a channel for imparting social–emotional and linguistic skills when they meet the following conditions:

• The books will combine diverse social–emotional skills at the textual and visual level.
• The books will be based on an ongoing, conscious, and intentional program that combines the acquisition of these skills alongside linguistic skills, suitable for different ages and balancing the personal and interpersonal domains.
• Adapting the social–emotional skills in the textbooks to the socio-cultural context, with an emphasis on social awareness as a way to improve relations between different groups.
• The books will meet the principles of the optimal assimilation of social–emotional learning, including the focus of the chapters on one specific category or skill, which serves as the thread connecting all the textual and visual elements of the chapter, while demonstrating the skill, and discussing it in a focused and direct manner.
• The books will combine practical and experiential activities that contribute to the development of social–emotional and linguistic skills, while adapting the types of activities to the different age groups.
• The books will include activities that encourage collaboration and social interaction between the students within the classroom, and also with adults outside of it, such as in school, the family, and the community, whilst maintaining a balance between the classroom and extracurricular activities and encouraging broad cooperation between the school and the family.