Abstract

Forced migrants join the ESOL classes to learn a language. The process of acquiring a new language can be negatively affected by psychological trauma intensified by forced migration stressors. To deepen the understanding of the reality, via semi-structured interviews and online surveys, this mixed-methods study attempts to provide an insight into the experiences of ESOL teachers working with traumatised forced migrants in Wales, and strategies employed to tackle these challenges. The study reveals that teaching ESOL is inextricable from Mental Health. However, the majority of the respondents are not trauma-trained and prioritise creating safety in the classroom by investing in good relationships and applying moral values. There is a space for trauma healing in the ESOL classroom whilst the evidence-based practices that could have facilitated it are not widely applied. The study recommends redesigning ESOL courses to be trauma-responsive using a co-production approach by involving those with lived experience.  

Keywords: ESOL, Refugees, Trauma, ELT, Mental Health, English as a Second Language, Refugee Education, Asylum Seekers, Sanctuary

How to Cite:

Agbaso, L. & Roberts, G. J., (2023) “‘Beyond Being Nice’: A model for supporting adult ESOL learners who have experienced trauma”, Wales Journal of Education 25(2): 4, 89-120. doi: https://doi.org/10.16922/wje.25.2.5