Insider Views on English Language Pathway Programmes to Australian Universities

Insider Views on English Language Pathway Programmes to Australian Universities

This chapter reports the findings of doctoral research on trauma-informed teaching of English as a second language (ESL) at three university English language centres in Australia. Trauma and post-traumatic stress affect verbal learning and concentration, yet most ESL teachers do not receive formal training in teaching traumatised English language learners (ELLs). The field has suffered from a dearth of empirical studies, and student voice is often absent from the research. Most previous research has focused on refugee students, with little attention paid to international students, trauma, and learning an additional language. This qualitative study used a validated tool to measure the post-traumatic stress responses of 39 participants, including international students, immigrants, and former refugees. Twenty of these students completed semi-structured interviews about the ESL learning environment, based on a framework of trauma-informed principles. Data were analysed using critical, qualitative methods through a trauma-informed lens. A major theme that emerged in the findings was the importance of ESL teachers’ understanding of and responsiveness towards students. Within this theme, four sub-themes are explored: personal engagement and attention, acceptance and understanding of the ELL role, understanding the lives of students outside the classroom, and an understanding of students’ cultures.