Nothing about us without us: An investigation into trauma-informed teaching of English to speakers of other languages at universities in south-east Queensland

Nothing about us without us: An investigation into trauma-informed teaching of English to speakers of other languages at universities in south-east Queensland

Psychological trauma is prevalent worldwide, and post-traumatic stress is likely to be present in every second language classroom. It has been established that post-traumatic stress can negatively affect verbal learning, memory, concentration, and the speed of second language acquisition. However, very few empirical studies have been published on how the second language teaching environment minimises or exacerbates post-traumatic stress. Of those that do exist, student voice is minimal, a validated trauma screening instrument has not been used, and the focus is on refugee background students rather than international and immigrant students. There has also been a dearth of studies located in university-based English language centres.

The purpose of the present study was to fill these gaps in the literature. It aimed to investigate how adult students who have experienced post-traumatic stress responses perceived a positive English as a second or additional language (ESL) learning environment. Using a theoretical framework drawing on socio-environmental theories of trauma and critical pedagogies, this critical qualitative study had two stages of data collection. In Stage 1, 39 participants who were ESL students at one of three universities in south-east Queensland, Australia, completed a validated post-traumatic stress screening questionnaire. Subsequently, 20 of these participants were interviewed about their experiences of the ESL learning environment at their respective universities. The semi-structured interviews were based on trauma-informed learning principles identified in the literature review: A safe and secure environment; agency and choice; foregrounding of student identities; recognition of strengths; social belonging; and meaning.

Interview data were analysed with a critical thematic analysis through a trauma-informed lens. Four major themes emerged in the findings. These were: understanding and responsiveness by teachers; power, control, and hierarchies; transformative second language learning; and institutional supports.

Within the themes of understanding and responsiveness, the main findings were divided into the sub-themes of attunement and understanding; acceptance and understanding of the English language learner role; understanding students’ lives outside the classroom; and understanding and respect for students’ cultural backgrounds.

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