Understanding and responsiveness in the trauma-informed adult ESL classroom
Article
Article Title | Understanding and responsiveness in the trauma-informed adult ESL classroom |
---|---|
ERA Journal ID | 20008 |
Article Category | Article |
Authors | Wilson, Victoria E., Le Brocque, Robyne, Drayton, John and Hammer, Sara |
Editors | Riddle, S. |
Journal Title | The Australian Educational Researcher |
Number of Pages | 29 |
Year | 2024 |
Publisher | Springer |
Place of Publication | Netherlands |
ISSN | 0311-6999 |
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 |
Keywords | trauma-informed, TESOL, ESL, EAL, PTSD, second language teaching, inclusive education, higher education |
Related Output | |
Is part of | Nothing about us without us: An investigation into trauma-informed teaching of English to speakers of other languages at universities in south-east Queensland |
Contains Sensitive Content | Does not contain sensitive content |
ANZSRC Field of Research 2020 | 390108. LOTE, ESL and TESOL curriculum and pedagogy |
390412. Teacher and student wellbeing | |
Byline Affiliations | University of Southern Queensland |
University of Queensland |
https://research.usq.edu.au/item/z3qvw/understanding-and-responsiveness-in-the-trauma-informed-adult-esl-classroom
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