Wilson, Victoria (2020) Trauma-informed teaching of adults. Fine Print, 43 (2). pp. 9-14. ISSN 0159-3978
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Text (Accepted Version)
Victoria Wilson_VALBEC paper_June 2020.pdf Download (583kB) | Preview |
Abstract
Having immersed myself in trauma-informed teaching of adults learning English as an Additional Language (EAL) for the past five years, I am often tempted to say that the practice is obvious and common sense. However, recently I was again reminded that treating students like humans, that valuing and respecting their identities and backgrounds, is not obvious and common sense for everyone. If it were, small acts of kindness would probably not be so gratefully received.
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| Item Type: | Article (Commonwealth Reporting Category C) |
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| Refereed: | No |
| Item Status: | Live Archive |
| Faculty/School / Institute/Centre: | Current - USQ College (8 Jun 2020 -) |
| Faculty/School / Institute/Centre: | Current - USQ College (8 Jun 2020 -) |
| Date Deposited: | 08 Sep 2020 03:59 |
| Last Modified: | 14 Sep 2020 01:20 |
| Uncontrolled Keywords: | English language--Study and teaching; Post-traumatic stress disorder; Teacher-student relationships |
| Fields of Research (2008): | 13 Education > 1302 Curriculum and Pedagogy > 130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori) 20 Language, Communication and Culture > 2003 Language Studies > 200303 English as a Second Language 11 Medical and Health Sciences > 1117 Public Health and Health Services > 111714 Mental Health |
| URI: | http://eprints.usq.edu.au/id/eprint/39272 |
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