6. Narratives of Trauma and Self-healing Processes in a Literacy Program for Adolescent Refugee Newcomers

Montero, M. Kristiina

doi:10.21832/9781783099986-011

Cited by 13 publications

(6 citation statements)

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“…The body of literature that specifically addresses ways that teachers can mitigate trauma in the second language classroom is mostly theoretical, or synthesises existing knowledge. Only a small number of published papers on trauma-informed second language teaching include empirical, primary research in their methodologies (Gordon, 2015;Holmkvist, Sullivan, & Westum, 2018;Ilyas, 2019;Louzao, 2018;McPherson, 1997;Montero, 2018;Tweedie, Belanger, Rezezadeh, & Vogel, 2017;Wilbur, 2016).…”

Section: Trauma-informed Second Language Teachingmentioning

confidence: 99%

“…Of these studies, findings varied somewhat depending on the data source. Teachers and cultural support workers recommended the use of fun and humour (Holmkvist et al, 2018;Ilyas, 2019;Wilbur, 2016); empathy and approachability rather than authoritarian teaching (Holmkvist et al, 2018;Ilyas, 2019;Louzao, 2018); holistic support for students (Ilyas, 2019;Tweedie et al, 2017); embedding health topics in the syllabus (Wilbur, 2016); using relaxation or mindfulness activities (Wilbur, 2016); and teaching vocabulary related to emotion (Tweedie et al, 2017) or political struggle (Montero, 2018). Mental health workers recommended art, music, and physical movement in the syllabus, and avoiding discussions of family (Gordon, 2015).…”

Section: Trauma-informed Second Language Teachingmentioning

confidence: 99%

“…None used a validated screening instrument to measure the post-traumatic stress of participants; Louzao (2018) used the Adverse Childhood Experiences (ACE) Survey, while the remaining studies classified students as traumatised on the basis of refugee background, experiences of war or trauma (Holmkvist et al, 2018;Ilyas, 2019;Montero, 2018;Tweedie et al, 2017;Wilbur, 2016), or if they displayed behavioural indicators of PTSD (McPherson, 1997). Only three studies (Louzao, 2018;McPherson, 1997;Montero, 2018) included significant student voice, and of these, only McPherson (1997) and Montero (2018) studied adult learners. Findings that answered the research question above are therefore limited.…”

Section: Trauma-informed Second Language Teachingmentioning

confidence: 99%

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The Paris Conference on Education 2022: Official Conference Proceedings

2022

PCE Official Conference Proceedings

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We extend a standard for doing agile scrum teamwork in education that permits individual assessment within teams (IAFOR ECE2020). Since the teacher's bandwidth in education is limited and increasingly under pressure, we focus on course design options that can be used to leverage the bandwidth. One economizing option in courses is to let teams prerecord prototype presentation videos before sprint review takes place. This allocates expensive teacher's time to team interrogation time which enriches interaction and engagement and enables effective sharing between teams to improve communication flow in sparse stakeholder feedback scenarios. We also describe three learning analytic pathways that can be smartly integrated into learning dashboards to monitor student and team progress or into learning recommender systems and chatbots to generate action-directed, just-in-time feedback and advice to students. The first one is for setup that enables control of important team diversity and student inclusion parameters such as demographic, personality and professional traits that are known from the student population in advance and that enables handy attribution of 21st-century skill sets within teams. The second one is the product pathway that builds on a datastream generated from qualitative, quantitative and immersive product features that are known from prototyping. The third one is the process pathway in which information on 21st-century skills is generated that are at play in individual and dynamic team processes. We are convinced that these extensions will further enable effective learning technology that is directed to applying agile scrum in education efficently, both for students as teachers.

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Section: Trauma-informed Second Language Teachingmentioning

confidence: 99%

Section: Trauma-informed Second Language Teachingmentioning

confidence: 99%

Section: Trauma-informed Second Language Teachingmentioning

confidence: 99%

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The Paris Conference on Education 2022: Official Conference Proceedings

2022

PCE Official Conference Proceedings

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“…As Hall (2017) asserts, personal narratives challenge such “stereotypical or historical narratives that subjugate groups and position the students’ experiences within the context of larger structural systems” (p. 163). Storytelling further offers a therapeutic value in a trauma‐informed, inclusive classroom, which is integral to learner motivation (Montero, 2018).…”

Section: Intersectional Pedagogy For Motivation In the English Languamentioning

confidence: 99%

Models and Theories of Second Language Motivation: English Language Teachers Respond

et al. 2020

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A s one of the initial research topics in the history of the second language acquisition (SLA) literature, motivation has always generated strong interest among language scholars and practitioners. In this article, we respond as classroom practitioners with varied teaching experiences to the common implications and insights offered by the majority of the models and theories of second language (L2) motivation that have guided the praxis in the TESOL field. In particular, we aim to explain motivation in the English language classroom through an intersectionality framework and pedagogy (e.g., Case, 2017) that we adopt in our own classrooms. We conclude with teaching implications for practitioners who teach English as a global language. BACKGROUND A considerable amount of research has been done on L2 motivation since the 1960s. Early work on motivation by numerous influential scholars (e.g.

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“…In the teaching English to speakers of other languages (TESOL) field, pioneer works on social‐emotional, humane learning are beginning to place a necessary focus on the role personal and community‐building relationships have in English language education. As a result, publications inspired by topics embraced under the social‐emotional learning umbrella, such as peace in English education (Birch, 2009; Oxford, 2017), trauma‐informed practices for refugees (Montero, 2018), humanizing literacy instruction for refugees (Montero, 2019), exploring ELs’ moral values and behavior (Pentón Herrera, 2019), and promoting ELs’ emotional health (Rajuan & Gidoni, 2014), to name a few, have gained ESOL teachers’ and scholars’ attention. This exciting trend of publications focusing on mental and emotional health in TESOL classrooms is awakening interest in the incorporation and further exploration of these practices in ESOL and English as a foreign language (EFL) learning contexts.…”

Section: Introductionmentioning

confidence: 99%

Restorative and community‐building practices as social justice for English learners

Herrera

McNair

2020

TESOL Journal

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In this theory‐based practice article, the authors introduce restorative and community‐building practices as social justice for English learners. As circle keepers and educators of English learners, the authors emphasize the necessity for reimagining English for speakers of other languages classrooms as not only places of learning English, but places of meditation, reflection, and healing for our students and ourselves. The article is divided into four main sections. In the first section, the authors define restorative and community‐building practices. In the second section, they investigate how and why restorative practices involve social justice. In the third section, they reflect on their work as restorative practices educators by sharing insights on some things teachers should consider when hoping to adopt restorative practices in their classes. In the fourth section, they share a sample of a restorative and community‐building circle educators can use with their English learners.

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6. Narratives of Trauma and Self-healing Processes in a Literacy Program for Adolescent Refugee Newcomers

Cited by 13 publications

References 0 publications

The Paris Conference on Education 2022: Official Conference Proceedings

The Paris Conference on Education 2022: Official Conference Proceedings

Models and Theories of Second Language Motivation: English Language Teachers Respond

Restorative and community‐building practices as social justice for English learners

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