Telling Stories of Violence in Adult ESL Classrooms: Disrupting Safe Spaces

'Tu hwnt i fod yn neis’: model ar gyfer cynorthwyo oedolion sy’n dysgu ESOL ac sydd wedi dioddef trawma

“…Mae Cymdeithas Seicolegol America (2020) yn diffinio trawma fel hyn: 'a disturbing experience that results in significant fear and helplessness, intense enough to have a long-lasting effect and challenge an individual's view of the world as a just, safe, and predictable place'. Mae'n ymateb i ofid difrifol sydd y tu hwnt i allu rhywun i ymdopi, gan newid credoau am ddiogelwch y byd ac yn dinistrio addasiad yr unigolyn i fywyd, ei ymdeimlad o reolaeth, gwarchodaeth, diogelwch, cysylltiad ac ystyr (Brunzel et al, 2015;Herman, 1998;Levine, 2015;van der Kolk, 2015). Mae'n ymddangos bod y cyfan yn fwy cymhleth yng nghyd-destun mudo dan orfod.…”

“…Gall effaith trawma ar y llabed cyndalcennol sy'n gyfrifol am iaith ac, yn ei dro, am swyddogaeth ieithyddol, arwain at golli geiriau neu allu i fynegi'r hyn y mae unigolyn yn ei feddwl (Milligan, 2018). Mae'n bosibl y bydd y gallu i gyfathrebu yn newid neu'n dod i ben yn gyfan gwbl wrth i'r llabed cyndalcennol, sy'n angenrheidiol er mwyn mynegi teimladau ar ffurf geiriau, gau i lawr pan fydd synau, teimladau neu ddelweddau gwreiddiol yn cael eu holrhain gan y cof (Van Der Kolk, 2015). Gall pob un o'r elfennau hyn arwain at ddryswch neu golli cof.…”

“…Serch hynny, rydym yn ymwybodol y gall datgeliadau o'r fath ddigwydd oherwydd gall unrhyw sgwrs sbarduno hyn. Ar y pwynt hwn, mae'n bwysig cofio bod gan ystafell ddosbarth ESOL y potensial i fod yn lle diogel sy'n croesawu mynegiant llafar o golled, sy'n dilysu profiadau dysgwyr, ac sy'n hwyluso iachâd oherwydd mae gan ystafell ddosbarth ESOL y ddwyochredd unigryw honno, cysur y profiad cyffredin, a chymuned o'r un anian (van der Kolk, 2015).…”

“I Need Child Care!”: Using Funds of Knowledge, Addressing Challenges, and Developing Literacies With a Classroom Community of Adult ESL Learners

“…Focusing on a particular means to foster authenticity, Baynham (2006) argues that teachers must employ a stance in their teaching to be able to engage with their students who “bring the outside in” (p. 25) as students share positive and negative life experiences during class time. Some stories brought in, especially when involving refugees, may be challenging and involve depictions of violence (Waterhouse, 2017). Therefore, maintaining a safe space and developing contingency—“the situated, responsive adaptation in interaction typical of casual conversation, but in pedagogical contexts often involving a departure from the script of the lesson plan in local response to some intervention from a student involving” (Baynham, 2006, p. 26)—is vital for ESL teachers.…”

A Practical Guide to Queering the Adult English Language Classroom

“…The adult English language classroom is generally a safe venue for students to practice using new communication skills, with the goal of expanding these practices outside of the classroom with their surrounding community. This learning experience is often described as transformative as learners develop the skills necessary to guide their individual acculturation process (DeCapua, Marshall, & Frydland, 2018; Waterhouse, 2017). As noted by sociolinguists, adult English language classes offer opportunities to experiment with a myriad of facets of identity in a safe and welcoming environment (Dumas, 2008; Nelson, 2010).…”