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Offering a research-driven framework for embedding social-emotional learning (SEL) principles into language instruction, this unique volume fills a critical gap by investigating how Arabic language textbooks - used both as a first language for Arabic-speaking students and as a foreign language for Hebrew-speaking students - embed and mediate social-emotional skills in students.

Despite growing international interest in SEL and its impact on students' well-being, its integration within language education remains underexplored. Responding directly, this book critically examines how Arabic language textbooks function not only as linguistic tools but also as powerful instruments for social and emotional development, identity formation, and intercultural understanding. Using a multidisciplinary approach, as well as content and semiotic analysis, the chapters critically assess how Arabic textbooks are designed for both first-language Arabic speakers and students learning Arabic as a foreign language, evaluating their effectiveness in embedding SEL principles. The chapters further investigate how narratives, illustrations, and pedagogical strategies embedded in these textbooks shape students' understanding of diversity, coexistence, and cross-cultural communication. The book stems from the authors' extensive research on SEL integration within language education, particularly in linguistically and culturally complex educational contexts; it will serve as a vital resource for scholars and postgraduate students seeking to advance socially responsive and inclusive education.

Ultimately, highlighting the potential of language education to bridge cultural divides, cultivate social resilience, and promote inclusive learning environments, the book will appeal to scholars, researchers and postgraduate students in the fields of language education, SEL, and curriculum studies. Policymakers and curriculum designers focusing on language education, SEL integration, and multicultural curricula will find this book useful.