‘I wouldn’t talk politics in the classroom as I don’t want to upset anyone.’ If this sounds familiar, this article explores such tensions – and opportunities – between critical and trauma-informed English for speakers of other languages (ESOL) for learners from forced migrant backgrounds in English-speaking countries where migration is a politically divisive topic.
Trauma-informed teaching is increasingly recognised as important when teaching learners from forced migrant backgrounds – such as refugees, asylum seekers and internally displaced people. Although teachers are not trained to be therapists, in many contexts around the world ‘teachers are on the front line . . .
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