Understanding and responsiveness in the trauma-informed adult ESL classroom

Article


Wilson, Victoria E., Le Brocque, Robyne, Drayton, John and Hammer, Sara. 2024. "Understanding and responsiveness in the trauma-informed adult ESL classroom." The Australian Educational Researcher. https://doi.org/10.1007/s13384-023-00680-2
Article Title

Understanding and responsiveness in the trauma-informed adult ESL classroom

ERA Journal ID20008
Article CategoryArticle
AuthorsWilson, Victoria E., Le Brocque, Robyne, Drayton, John and Hammer, Sara
EditorsRiddle, S.
Journal TitleThe Australian Educational Researcher
Number of Pages29
Year2024
PublisherSpringer
Place of PublicationNetherlands
ISSN0311-6999
2210-5328
Digital Object Identifier (DOI)https://doi.org/10.1007/s13384-023-00680-2
Web Address (URL)https://link.springer.com/article/10.1007/s13384-023-00680-2
Abstract

This paper reports the findings of a critical qualitative study on trauma-informed teaching of English as a second language (ESL) at Australian universities. Posttraumatic stress affects verbal learning, yet most ESL teachers do not receive training in trauma-informed teaching. The field has suffered from a dearth of empirical studies and absence of student voice. This study used a validated tool to measure
the post-traumatic stress of 39 participants, including international students and former refugees. Twenty of these 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 in the findings was the importance of ESL teachers’ understanding of
students. Within this theme, four sub-themes are explored: personal engagement and attention, acceptance and understanding of the learner role, understanding the lives
of students outside the classroom and an understanding of students’ cultures.

Keywordstrauma-informed, TESOL, ESL, EAL, PTSD, second language teaching, inclusive education, higher education
Related Output
Is part ofNothing about us without us: An investigation into trauma-informed teaching of English to speakers of other languages at universities in south-east Queensland
ANZSRC Field of Research 2020390108. LOTE, ESL and TESOL curriculum and pedagogy
390412. Teacher and student wellbeing
Byline AffiliationsUniversity of Southern Queensland
University of Queensland
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