The Translation of Trauma: Trauma and Language Acquisition in the ELL Classroom

Abstract

Consequently, focused on the practice of teachers, this research project endeavored to look closely at trauma informed practice (TIP) in schools and those methods and strategies teachers use when working with trauma inflicted youth who are English Language Learners (ELLs). Uncovering the effectiveness of these strategies and the successes and challenges teachers encounter in working with this unique group of students was among the objectives of this research. In undertaking this work, this research aimed at articulating effective pedagogical practices that Alberta educators can adopt when utilizing TIP with ELL students and what barriers prevent these practices from being universally integrated. The specific research questions that guided this study were as follows: What challenges mitigate the teaching and learning of refugee students? What are the intersections between traumatic experience and language acquisition? And, what practices are teachers using to navigate trauma, learning and language acquisition?