ORCID
https://orcid.org/0000-0002-7601-2150
Abstract
Government-funded adult English as a second language (ESL) programs in Anglophone countries increasingly encounter students with histories of trauma, displacement, and structural adversity due to existing and emerging geopolitical conflicts and unsettling sociopolitical realities. These conditions shaping English language teaching (ELT) inevitably influence learners’ cognitive and emotional engagement in language learning, as well as their relationships with teachers and peers. Despite burgeoning literature on trauma-informed practice in ELT, significant gaps remain regarding teacher preparedness, professional development, and institutional support structures to enact trauma-informed pedagogies in linguistically and culturally diverse adult ESL classrooms. Drawing on a critical review of recent scholarship on trauma-informed pedagogies in the teaching English to speakers of other languages (TESOL) field, this article develops a social justice- and equity-oriented conceptual and pedagogical lens. It aims to support educators in reconceptualizing language teaching to inform curricular planning and classroom practice for trauma-affected learners and teachers. Incorporating trauma-informed education principles and perspectives into adult ESL teaching (Chen & Lin, 2023; Wilson et al., 2024) as well as a linguistic human rights-oriented language ecology perspective (Phillipson & Skutnabb-Kangas, 1996; Skutnabb-Kangas & Phillipson, 2008), the article proposes a trauma-informed ESL ecology as a conceptual lens. It foregrounds how trauma is embodied in the individual space, experienced in classroom interactions, and reproduced or mitigated by institutional and sociopolitical structures. The framework reconceptualizes trauma-informed ESL teaching as a shared institutional and ethical mission. The article concludes with pedagogical recommendations for enacting a trauma-informed ESL ecology perspective that harnesses linguistic and cultural diversity to sustain healthy teacher-learner relationships, foster mutual growth within academic communities of practice, and advance a just, sustainable language education aligned with the United Nations Sustainable Development Goal (UN SDG) #4 on inclusive and equitable quality education.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Nasreddine, Ghenwa and Song, Heejin
(2026)
"Trauma-Informed ESL Ecology: Centering Teacher Well-being, Equity, and Structural Responsibility in Adult ESL Classrooms,"
Journal of English and Applied Linguistics: Vol. 5:
Iss.
1, Article 11.
DOI: https://doi.org/10.59588/2961-3094.1259
Available at:
https://animorepository.dlsu.edu.ph/jeal/vol5/iss1/11
Included in
Adult and Continuing Education Commons, Applied Linguistics Commons, Teacher Education and Professional Development Commons
