چکیده مقاله
This narrative review has gathered some of the most recent studies and research available that focus on the trauma informed teaching of English to the youth The search for these studies as well as the method applied here seem to parallel the best practices of the past studies The approach of this study is multidisciplinary, having at its core the findings in either psychology, education, or linguistics The result of all this is a better understanding of how a child's cognitive, emotional, and linguistic development may be affected by being exposed to trauma like, for example, when children witness violence, or when they are neglected, forced to leave their homes, or live in chronic stress The review points out that such traumatic experiences can lead to the impairment of basic cognitive functions such as attention and memory, as well as language acquisition, and consequently, negatively impact the performance and participation of children in EFL/ESL classes The study takes into account existing literature and theoretical perspectives, such as the SAMHSA model and the Social Emotional Learning SEL , in order to bring out the basic components of trauma informed schooling, which are safety, trust, empowerment, collaboration, and cultural responsiveness Academic articles report that teachers who know about trauma and are able to structure their lessons and achieve a positive and inclusive climate are in fact major factors in fostering students' robustness and initiative Yet, the majority of the currently reported literature has been carried out in Western countries or in countries with limited financial and material resources, and the studies on young learners in low resource and multi lingual settings have been very scarce The review ends with the remark that, as traumas differ depending on the culture and the socioeconomic setting, trauma informed teaching remains one way for educators to help traumatized students
کلیدواژهها
نویسندگان
Parisa Nikahd
Master's degree in French language teaching, Tehran, University of Tehran
شیوه ارجاع
Nikahd, Parisa,1404,Narrative Review of Trauma-Informed Approaches in Teaching English to Young Learners,17th International Conference on Modern Research in Psychology, Social Sciences, Educational Sciences
ارائهشده در
مجموعه مقالات هفدهمین کنفرانس بین المللی پژوهش های نوین در روانشناسی، علوم اجتماعی، علوم تربیتی و آموزشی7 آذر 1404