了解和应对成人 ESL 课堂中的心理创伤

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引用次数: 0

摘要

摘要 本文报告了对澳大利亚大学英语作为第二语言(ESL)的创伤知情教学进行批判性定性研究的结果。创伤后应激反应会影响言语学习,但大多数 ESL 教师并没有接受过有关创伤知情教学的培训。该领域缺乏实证研究,也没有学生的声音。本研究使用一种经过验证的工具来测量 39 名参与者(包括留学生和前难民)的创伤后压力。其中 20 人根据创伤知情原则框架,完成了有关 ESL 学习环境的半结构式访谈。我们采用批判性的定性方法,通过创伤知情视角对数据进行了分析。研究结果的一个重要主题是 ESL 教师对学生理解的重要性。在这一主题下,探讨了四个次主题:个人参与和关注、接受和理解学习者的角色、理解学生在课堂之外的生活以及理解学生的文化。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Understanding and responsiveness in the trauma-informed adult ESL classroom

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. Post-traumatic 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.

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