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

  • Amea Wilbur

Abstract

This article draws on my dissertation, “Creating Inclusive EAL Classrooms: How LINC Instructors Understand and Mitigate Barriers for Students Who Have Experienced Trauma.” The article explores some assumptions and understandings that English as an Additional Language (EAL) teachers bring to teaching students believed to have experienced trauma, and illustrates the dilemmas they face in supporting such students in a government-funded and designed EAL program for newcomers. Using the concept of Iris Marion Young’s “Five Faces of Oppression” (1990), the data and ndings of the research for my dissertation are explored, contributing to the discussion on trauma and learning in EAL programs and specifically in relation to adult immigrants and refugees. 

Cet article puise dans ma thèse « Creating Inclusive EAL Classrooms: How LINC Instructors Understand and Mitigate Barriers for Students Who Have Experienced Trauma ». L’article explore quelques hypothèses et interprétations que véhiculent les enseignants d’anglais comme langue additionnelle (ALA) à l’égard d’élèves qui ont subi des traumatismes d’une part, et il illustre les dilemmes auxquels font face les enseignants en appuyant ces élèves dans le cadre d’un programme d’ALA pour nouveaux arrivants et qui est nancé et conçu par le gouvernement d’autre part. M’appuyant sur le concept des cinq visages de l’oppression de Iris Marion Young (« Five Faces of Oppression », 1990), je me penche sur les données et les résultats de ma thèse, contribuant ainsi à la discussion sur le traumatisme et l’apprentissage dans les programmes d’ALA, notamment en ce qui concerne les immigrants et les réfugiés adultes. 

Published
2017-02-20
How to Cite
Wilbur, A. (2017). Creating Inclusive EAL Classrooms: How Language Instruction for Newcomers to Canada (LINC) Instructors Understand and Mitigate Barriers for Students Who Have Experienced Trauma. TESL Canada Journal, 33, 1-19. https://doi.org/10.18806/tesl.v33i0.1243