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

Waterhouse, Monica

doi:10.18806/tesl.v33i0.1244

Cited by 7 publications

(6 citation statements)

References 16 publications

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“…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.…”

Section: Mudo Dan Orfod a Thrawmaunclassified

“…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.…”

Section: Arwyddion O Drawma Yn Yr Ystafell Ddosbarthunclassified

“…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).…”

Section: Colledunclassified

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

Agbaso,

Roberts

2023

WJE

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Mae mudwyr dan orfod yn ymaelodi â dosbarthiadau Saesneg ar gyfer Siaradwyr Ieithoedd Eraill (ESOL) er mwyn dysgu iaith. Gall y broses o gaffael iaith newydd gael ei heffeithio mewn ffordd negyddol gan drawma seicolegol sy’n cael ei ddwysáu gan straen mudo dan orfod. Er mwyn deall mwy am y sefyllfa sy’n bodoli, mae’r astudiaeth dulliau cymysg hon yn defnyddio cyfweliadau lled-strwythuredig ac arolygon ar-lein i geisio rhoi cipolwg ar brofiadau athrawon ESOL sy’n gweithio gyda mudwyr dan orfod yng Nghymru a allai fod wedi dioddef trawma, ynghyd â strategaethau a ddefnyddir gan athrawon i fynd i’r afael â’r heriau. Mae’r astudiaeth yn datgelu nad oes modd gwahanu addysgu ESOL ac iechyd meddwl ar adegau. Fodd bynnag, nid yw’r rhan fwyaf o’r ymatebwyr wedi cael hyfforddiant ym maes trawma, ac maent yn rhoi blaenoriaeth i sicrhau diogelwch yn yr ystafell ddosbarth trwy feithrin perthnasoedd da a rhoi gwerthoedd moesol ar waith. Mae lle i wella trawma yn yr ystafell ddosbarth ESOL, er nad yw’r arferion sy’n seiliedig ar dystiolaeth a allai fod wedi hwyluso’r gwaith yn cael eu cymhwyso’n eang. Mae’r astudiaeth yn argymell ailgynllunio cyrsiau ESOL i fod yn ymatebol i drawma gan ddefnyddio dull cyd-gynhyrchu sy’n cynnwys unigolion sydd â phrofiad bywyd.

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Section: Mudo Dan Orfod a Thrawmaunclassified

Section: Arwyddion O Drawma Yn Yr Ystafell Ddosbarthunclassified

Section: Colledunclassified

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

Agbaso,

Roberts

2023

WJE

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“…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.…”

Section: Literature Reviewmentioning

confidence: 99%

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

Cun

McVee

Vasquez

2019

Literacy Research: Theory, Method, and Practice

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Many immigrants and refugees in the United States must confront different linguistic and cultural contexts in their everyday life. As part of a larger ethnographic study related to refugee families and literacy, this qualitative study explores how adult English as a second language (ESL) students help their classmate Htoo Eh find ways to deal with an everyday life challenge. This study utilized two supporting theoretical frameworks: funds of knowledge and literacy as a social practice. Data sources included field notes, transcripts of video recording, artifacts, as well as conservations with the teacher and welfare coordinators. Findings demonstrate that community members utilized two funds of knowledge in particular: social network and life experience to help the focal participant. Findings also showed that adult ESL students assisted their classmates in developing three types of literacies, which were finding and obtaining childcare, knowing how the system works, and communicating with the caseworker in order to deal with an everyday life challenge. These findings suggest that educators should recognize and value adult ESL learners’ funds of knowledge as well as incorporate the knowledge into instruction. Educators also should open up space for these learners to develop literacies together as a community.

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“…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).…”

mentioning

confidence: 99%

A Practical Guide to Queering the Adult English Language Classroom

Rhodes

2019

Adult Learning

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There are few places more open and inclusive than an adult English language class. Or, are there? Although adult educators teaching in these multi-cultural and linguistically heterogeneous environments use practices designed to embrace their students’ diverse ethnic and linguistic identities, they less frequently incorporate practices to be inclusive of another important element students bring into the classroom, their sexual identity. Evidence suggests that while educators want to be inclusive, they are reluctant or unsure of how to do so. The purpose of this article is to supply English language teachers of adults with strategies to positively address sexual identity in ways that establish an inclusive environment for all learners.

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

Cited by 7 publications

References 16 publications

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

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

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

A Practical Guide to Queering the Adult English Language Classroom

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