Language learning aims to improve students’ capacity to understand and use language. Incorporating socio-emotional learning goals into the curriculum while gaining reading, writing, and language skills helps students acquire skills such as empathy, conflict resolution, and appreciating diversity.

 When language learning is reinforced with prosocial learning, students are able to analyze literary texts or texts written in other genres in terms of socio-emotional and ethical aspects. Using a prosocial perspective in language learning helps students acquire empathy and moral development skills.

 Together with prosocial learning, students can examine and analyze social themes in their readings within a discussion environment. Besides, encouraging students to produce a literary work provides a unique environment for them to explore and express their own feelings, life experiences and values.

Reading fiction makes it easier for us to understand other people. Studies have found that people who read fictional or literary texts and can react emotionally while reading them are more empathetic. When reading a fictional text, our brain is stimulated in a way similar to the experiences we have in real life. Reading especially literary fiction improves the ability to understand others’ experiences and emotions, making it easier to empathize with other people.

Reading biographical texts can be inspiring and motivating. This motivation can lead to taking action for a cause that serves the society.

Reading stories with preschool children and subsequently discussing the socio-emotional topics in the text can create a basis of moral development and empathic approach and encourage pro-social behavior.

Writing in an expressive style after a worrying and emotionally intense experience helps students express their emotions instead of suppressing them, thus contributing to their mental and physical well-being.