A Trauma-Informed Inquiry of COVID-19’s Initial Impact on Students in Adult Education Programs in the United States

Housel, David A.

doi:10.1080/07377363.2021.1992077

Cited by 5 publications

(4 citation statements)

References 25 publications

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“…For them, addressing “patriarchy, heteronormativity, cis-gender, and transphobia” should become classroom norms, not anomalies. Addressing trauma must also be integrated into classroom dynamics for April, especially given the lived experiences of immigrant and refugee students and the shared trauma prompted by the recent COVID-19 pandemic (Gross, 2020; Housel, 2021).…”

Section: Resultsmentioning

confidence: 99%

“…These andragogical strategies and techniques should thus be regularly presented and reinforced in CPD. Similarly, given the impact of the COVID-19 pandemic and the lingering presence of completely online or hybrid classes in adult ESOL programs, April advocated for ongoing presentations addressing the andragogical "best practices" of educational technology and sensitivity surrounding the "digital divide" common among many adult EBLs (Boeren et al, 2020;Housel, 2021). Lori advocated for more collaboration with other related disciplines to honor the voices of "minoritized communities within adult ESOL programs."…”

Section: Implications For Professional Developmentmentioning

confidence: 99%

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In plain sight: Oppressive dynamics and learning challenges in adult ESOL programs in the United States

Housel

2023

Equity in Education & Society

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A previous convergent mixed methods study conducted by the author revealed that, based on their preservice preparation and access to in-service professional development, instructors of adult emergent bi/multilingual learners in the United States often felt ill-equipped to address the oppressive dynamics and learning challenges that might manifest in their adult ESOL classrooms. This follow-up interview study explored the prevalence of these oppressive dynamics, such as racism, sexism, and linguicism, and learning challenges, such as neurodiversity, and investigated how preservice preparation, continuous professional development, program administration, and the field of TESOL might address these issues more consistently and equitably. Semi-structured interviews were conducted via Zoom or over the telephone with 10 randomly selected volunteers. The findings revealed that oppressive dynamics and learning challenges are commonplace in adult ESOL programs in the United States. Recommendations included either routinely incorporating discussions and content related to these issues throughout preservice coursework and continuous professional development or creating postgraduate certificate programs to do so. Participants also felt that the field of TESOL should address these issues on a regular versus ad hoc basis through its conferences, publications, and research literature. Limitations of the study and areas for future research were also identified.

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Section: Resultsmentioning

confidence: 99%

Section: Implications For Professional Developmentmentioning

confidence: 99%

In plain sight: Oppressive dynamics and learning challenges in adult ESOL programs in the United States

Housel

2023

Equity in Education & Society

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“…Similar to Bittner and Matos (2016), other participants mentioned “self-censorship” out of fear of “getting in trouble,” especially around broaching issues related to gender identity, sexuality, and politics. Along those lines, another grappled with sexism and gender bias in her classes: “You think assumptions about what men and women will find relevant have disappeared, but they are there, in both the teacher and the student.” One participant asserted that trauma-informed and responsive pedagogy is more commonly addressed now because of the COVID-19 pandemic and the accompanying trauma evidenced globally, including among students and staff in adult education programs (Housel, 2021c), but trauma has always been a concern when working with asylees and refugees whose immigration experiences, including what precipitated their emigration, have been traumatizing. One participant mentioned “taking care about what topics were raised, or avoided, in the classroom” because of students’ previous trauma.…”

Section: Resultsmentioning

confidence: 99%

Instructors reflect on how their preservice preparation and ongoing professional development prepared them to address oppressive dynamics in adult ESOL programs in the United States

Housel

2022

Equity in Education & Society

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For decades, researchers have asserted that the preservice preparation for instructors of adult emergent bi/multilingual learners (EBLs) in the United States can be inconsistent, and access to ongoing professional development (PD) can be insufficient to address the demands of the 21st century classroom. A previous study conducted by the author revealed that instructors of adult EBLs felt adequately prepared to teach English, but they often felt ill-equipped to address the learning challenges and oppressive dynamics that might manifest in their adult English to Speakers of Other Language (ESOL) classrooms. This convergent mixed methods study was a preliminary attempt to address these issues. Eighty-five participants recruited throughout the United States were asked to reflect on the degree to which challenges, like learning dis/abilities, and oppressive dynamics, like racism and sexism, were addressed in their preservice preparation and ongoing PD through a 20-item survey instrument administered via Qualtrics. The findings revealed that issues closely related to language teaching were more commonly addressed, but learning challenges and oppressive dynamics were inadequately addressed, if at all. Suggestions included interweaving discussions of these issues and dynamics throughout preservice coursework but exploring them more extensively in ongoing PD. Limitations of the study and areas for future research were also identified.

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“…The impact of pre-existing digital inequalities on adult education programs is not confined to Scotland. For example, Housel (2021) reported that many students in in the US 'had to rely on mobile phones with limited data plans that obstructed their abilities to engage in distance learning productively' (p.1). Findings from the UK and Canada (James & Thériault, 2020) and the US (Babb et al, 2021) show that the pandemic requirements to socially distance and shift from in-person classes to online learning, meant that learners received less social and emotional support from friends, extended family members, peers, and staff leading to an increase in mental ill-health.…”

Section: Intersecting Inequalities and The Digital Dividementioning

confidence: 99%

Family Literacy Practices in Scotland and the Impact of the COVID-19 Pandemic

Macleod

Tett

2022

Advances in Early Childhood and K-12 Education

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This chapter reports on two studies that explored the adaptations made by community learning and development workers supporting family learning and literacy projects during the COVID-19 pandemic in Scotland. Both studies were small-scale and largely qualitative, with data generated with parents (Study 1) and practitioners (Studies 1 and 2). Findings suggest that despite all the challenges, including dealing with digital inequality, there was a strong sense of continuation in terms of purpose, principles, and partnership. Both studies identified a desire for a blended approach to continue post pandemic, recognizing that while online made access easier for some groups, in-person provision allows for a sharing of experiences and learning together that can be a challenge to replicate online.

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A Trauma-Informed Inquiry of COVID-19’s Initial Impact on Students in Adult Education Programs in the United States

Cited by 5 publications

References 25 publications

In plain sight: Oppressive dynamics and learning challenges in adult ESOL programs in the United States

In plain sight: Oppressive dynamics and learning challenges in adult ESOL programs in the United States

Instructors reflect on how their preservice preparation and ongoing professional development prepared them to address oppressive dynamics in adult ESOL programs in the United States

Family Literacy Practices in Scotland and the Impact of the COVID-19 Pandemic

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