Creating Inclusive EAL Classrooms: How Language Instruction for Newcomers to Canada (LINC) Instructors Understand and Mitigate Barriers for Students Who Have Experienced Trauma

Abstract

This article draws on my dissertation, "Creating

When Co-Occurring Factors Impact Adult Learners: Suggestions for Instruction, Preservice Training, and Professional Development

“…Many educators misperceive these behaviors as “lack of motivation,” “laziness,” or “inattentiveness” (Isserlis, 2008, p. 21). Wilbur (2017) argued that educators should examine their own power and privilege by affirming their students’ lived experiences and current sociopolitical realities. Otherwise, they risk perpetuating “social injustices” (Wilbur, 2017, p. 6) by erroneously labeling and stigmatizing their students.…”

“…Isserlis (2008) continued that educators must acknowledge that for many adults learning is “intimidating and difficult” (p. 25), especially for victims of trauma. By listening attentively, “bearing witness” (Wilbur, 2017, p. 14), and treating their students in empathetic ways, educators can create safer, more open “communities in the classroom” to counteract the marginalization and isolation that many victims of trauma experience (Wilbur, 2017). One successful approach involves creating “ground rules” that allow students to decide how and when to share personal information regarding trauma.…”

“…When working with refugees and other survivors of trauma, educators need to be attentive to feelings of loss, suffering, and apprehension about the future (Magro, 2006) as well as to memory impairment, short attention span, and severe anxiety (Allender, 1998). Often, instructors play pivotal roles as brokers for refugees as they establish themselves in their new communities (Wilbur, 2017). Consistent with Freire’s critical pedagogy (1970), instruction should integrate resettlement issues with the skills needed to function effectively in a range of unfamiliar social and vocational contexts.…”

Trauma in English learners: Examining the influence of previous trauma and PTSD on English learners and within the classroom

“…Wilbur () dives into the importance of creating an inclusive classroom community, which teachers included in this qualitative study say include “providing time for taking a break and having tea/coffee and other opportunities to share thoughts and feelings” (p. 16). In other words, it is imperative that teachers take the time to build healthy relationships with their students to create an environment that is welcoming and safe for all learners.…”

“…By using resources such as the LEAD Program's 10 learning indicators and through being cognizant of each student's entire well-being, teachers can expand their practice through creating lessons that are more accommodating and relevant for all students in their classroom. Wilbur (2016) dives into the importance of creating an inclusive classroom community, which teachers included in this qualitative study say include "providing time for taking a break and having tea/coffee and other opportunities to share thoughts and feelings" (p. 16). In other words, it is imperative that teachers take the time to build healthy relationships with their students to create an environment that is welcoming and safe for all learners.…”