The landscape of English language teaching is ever-evolving, shaped by global events and shifting demographics. In recent years, one of the most significant challenges and areas of focus has been the language education of refugees and migrants. These learners arrive in new countries carrying diverse linguistic and educational backgrounds, but frequently, they also carry the weight of traumatic experiences. Understanding the profound impact of trauma on learning and implementing responsive pedagogical approaches is increasingly recognised as essential for effective and ethical language teaching.

Cultivating Resilience: Trauma-Informed Pedagogy for Refugee and Migrant Language Learners

Trauma, whether acute (a single event), complex (repeated experiences), or developmental (early adversity), can significantly disrupt cognitive functions vital for language acquisition, including memory, attention, executive function, and emotional regulation (Dobbs, British Council | TeachingEnglish). For refugees and migrants, trauma often stems from conflict, persecution, displacement, and the challenging journeys undertaken. Furthermore, the difficulties do not necessarily end upon arrival; post-migration hardships such as loneliness, discrimination, uncertain legal status, and the struggle to navigate a new society can exacerbate the effects of previous trauma (Solberg et al., Taylor & Francis Online). These layers of adversity create a complex profile for language learners, one that standard pedagogical approaches may not adequately address.

Traditional language teaching methodologies, while effective for many learners, may inadvertently create environments that trigger anxiety or hinder progress for those affected by trauma. High-pressure activities, unexpected changes in routine, or topics that inadvertently touch upon past experiences can impede learning. Therefore, a move towards trauma-informed pedagogy is gaining traction in language education. This approach doesn’t require teachers to be therapists, but rather to understand the potential prevalence and impact of trauma and adapt their practices to create a learning environment that promotes safety, trust, choice, collaboration, and empowerment.

For non-native English-speaking teachers (NNESTs) working in this context, the implementation of trauma-informed practices comes with unique considerations. NNESTs often share a deeper understanding of the challenges of learning a new language and navigating a different culture, potentially fostering a strong sense of empathy and connection with refugee and migrant students. However, they may also face their own acculturation challenges or have experienced similar forms of adversity, requiring a careful balance of empathy and the maintenance of healthy professional boundaries to prevent vicarious trauma (Kostouros et al., TESL Canada Journal). Their linguistic background, particularly shared first languages with students, can also be a powerful tool when managed within a trauma-informed framework.

Creating Safe and Predictable Learning Spaces

A foundational principle of trauma-informed pedagogy is establishing a sense of safety. This goes beyond physical safety to encompass emotional and psychological security. For learners whose lives have been unpredictable and potentially dangerous, a consistent and structured classroom environment can provide a much-needed sense of stability. This involves clear routines, predictable lesson structures, and explicit expectations for behaviour and participation (Dobbs, British Council | TeachingEnglish; Bakhtiary, Refugeap Network).

For NNESTs, establishing clear communication regarding expectations is paramount. Their own experiences as language learners can inform how they explain activities and rules in an accessible way, potentially using code-switching or translanguaging strategically. Westbrook (University of Leicester research repository) highlights translanguaging – the flexible use of all linguistic resources – not just as a learning tool but as a vehicle for psycho-social support. Allowing students to draw on their first language (L1) or other languages they know for clarification, discussion, or expressing complex thoughts can reduce anxiety and facilitate deeper processing, creating a more comfortable and secure learning space, especially when discussing sensitive topics or grappling with challenging concepts. This approach validates the learner’s entire linguistic identity, counteracting potential feelings of inadequacy associated with the new language.

Beyond structure, teachers cultivate safety through their interactions. Consistent positive regard, active listening, and responding with patience and empathy to challenging behaviours are vital. Recognizing that withdrawal or agitation might be trauma responses rather than defiance shifts the teacher’s perspective and allows for a more supportive reaction. For NNESTs, who may be navigating cultural differences in communication styles themselves, being mindful of non-verbal cues and practicing explicit communication about feelings or potential misunderstandings can be particularly important.

Building Trust and Promoting Agency

Trust is built incrementally through reliable interactions. For learners who may have experienced betrayal or loss, developing trust in an educator and the learning environment takes time and consistency. Providing opportunities for students to make choices within the learning process is a powerful way to build trust and promote agency. This could involve choosing which task to complete first, selecting a topic for a presentation from a limited list, or deciding how they want to demonstrate their understanding (e.g., written, oral, visual). These choices, even small ones, restore a sense of control that trauma often diminishes (Dobbs, British Council | TeachingEnglish).

NNESTs can leverage their understanding of cultural contexts to offer choices that are culturally appropriate and meaningful to their students. They might also be better positioned to understand the specific challenges students face outside the classroom (Solberg et al., Taylor & Francis Online), such as family responsibilities or precarious living situations, and offer flexibility where possible, further reinforcing trust. However, maintaining professional boundaries is equally important. Kostouros et al. (TESL Canada Journal) warn against the risks of over-involvement or adopting a “saviour mentality,” which can lead to teacher burnout and ultimately harm the student-teacher relationship. NNESTs, potentially feeling a strong sense of solidarity with their students, need institutional support and training to navigate these dynamics effectively and maintain healthy boundaries.

Scaffolding Learning with Sensitivity

Integrating new language concepts and skills requires careful pedagogical planning. For trauma-affected learners, cognitive load can be higher due to underlying stress and difficulties with attention or memory. This is where effective scaffolding becomes particularly important. Scaffolding involves breaking down complex tasks into smaller, manageable steps, providing support (like visual aids, simplified language, graphic organizers), and gradually withdrawing that support as the learner gains confidence and proficiency.

In a trauma-informed classroom, scaffolding also means providing emotional and psychological support alongside linguistic support. For example, before a potentially challenging speaking activity, a teacher might use a mindfulness exercise to help students regulate anxiety. During the activity, providing sentence frames or opportunities for peer support can reduce pressure. If a topic arises that seems to trigger distress, the teacher needs the flexibility to gently redirect or offer a brief moment for the student to step back, demonstrating that their emotional safety is prioritized (Dobbs, British Council | TeachingEnglish).

For NNESTs, scaffolding can draw upon their explicit understanding of the difficulties inherent in learning English. They might anticipate specific grammatical or phonological challenges based on shared L1 backgrounds and provide targeted support. Furthermore, their ability to model persistence and navigate errors as a language learner themselves can be a powerful example of resilience for students. When providing scaffolding, NNESTs should be mindful of using clear, unambiguous language, potentially employing translanguaging to ensure instructions and concepts are fully grasped, reducing potential frustration or confusion that could exacerbate feelings of anxiety.

Addressing Post-Migration Hardships and Fostering Connection

The impact of trauma is intertwined with ongoing post-migration challenges. Ignoring these realities limits the effectiveness of language teaching. While the language classroom is not a social work setting, acknowledging these external pressures with empathy and providing a supportive community within the class can be profoundly beneficial (Solberg et al., Taylor & Francis Online).

Creating opportunities for positive peer interaction and building a sense of belonging is crucial. Group work, pair activities, and collaborative projects, when structured carefully with clear roles and achievable goals, can help students build positive relationships and experience success. For NNESTs, facilitating cross-cultural understanding within a diverse classroom, drawing on their own experiences of navigating cultural differences, can be particularly valuable. They can model respectful communication and help students appreciate the different backgrounds present, fostering an inclusive environment.

Online EFL settings for displaced students present unique challenges for fostering connection (Bakhtiary, Refugeap Network). Teachers must be creative in using digital tools to build rapport and community. This might involve using online forums for informal chat, incorporating breakout rooms for smaller group discussions, or using collaborative online whiteboards. Structure and clear online etiquette guidelines are even more important in this modality to ensure the digital space feels safe and predictable.

Teacher Well-being: A Necessary Consideration

Working with trauma-affected populations can be emotionally demanding. Non-native English-speaking teachers, like all educators in this context, are susceptible to empathy-based stress, including vicarious trauma and burnout (Kostouros et al., TESL Canada Journal). Recognizing the signs of this stress in oneself and having strategies for self-care are not selfish acts, but necessary components of sustainable, effective teaching.

Schools and institutions have a responsibility to provide support for their teachers, including access to training on trauma-informed practices, mental health resources, and supervision. For NNESTs, who may feel a particular sense of responsibility or pressure to succeed, seeking peer support from fellow teachers or mentors can be invaluable. Establishing healthy boundaries between their professional role and students’ personal lives is paramount for preventing burnout. This involves being clear about the scope of their support (language education) while still showing empathy and knowing when and how to refer students to appropriate external services if their needs extend beyond the teacher’s role.

Conclusion

Teaching English to refugees and migrants affected by trauma is a complex but deeply rewarding endeavor. By understanding the unique challenges these learners face, implementing trauma-informed principles to create safe, predictable, and empowering learning environments, and strategically applying pedagogical techniques like scaffolding and translanguaging, teachers can significantly impact their students’ language acquisition and overall well-being. For non-native English-speaking teachers, their shared experiences can be a source of strength, but it is equally important that they are supported in maintaining their own well-being through healthy boundaries and institutional resources. As the global landscape continues to shift, the need for compassionate, informed, and resilient language educators equipped to support learners who have experienced trauma will only grow.

For further insight, check out our webinars led by TEFL professionals on meaningful aspects of English language teaching.

One Hour Lesson Plan on Introduction to Daily Routines and Time

Topic: Introduction to Daily Routines and Time (Trauma-Informed Approach)

Category: Non-native English-speaking teachers teaching English

Learner Level: Beginner Adult Refugees/Migrants (potentially mixed L1s, mixed literacy levels)

Time: 60 minutes

Aims:

• Learners will be able to identify and name common daily activities.
• Learners will be able to ask and answer simple questions about daily routines using present simple tense.
• Learners will feel a sense of safety and predictability through clear structure and supportive interactions.
• Learners will have opportunities to use L1 or other languages (translanguaging) for clarification or expression if needed.

Materials:

• Visual aids: Pictures illustrating daily activities (e.g., waking up, eating breakfast, going to school/work, cooking, sleeping). Use simple, clear images, avoiding potentially triggering imagery (e.g., crowded places, symbols of conflict).
• Large clock face visual.
• Worksheet with pictures of activities and space to write (optional, depending on literacy).
• Small cards with activity names (optional).
• Whiteboard or flip chart.
• Markers.

Procedure:

1. Welcome and Check-in (5 mins) – Building Safety & Trust:
   • Teacher greets students warmly and consistently (e.g., “Hello everyone, welcome!”).
   • Brief, low-pressure check-in. Teacher models asking, “How are you feeling today? A little tired? Okay?” and accepts one-word or non-verbal responses. Teacher models regulating own energy.
   • Briefly outline the plan for the hour using simple language and visuals (e.g., “Today, we talk about morning time, afternoon time, and night time activities. We learn new words.”). Provides predictability.
2. Introducing Daily Activities (15 mins) – Scaffolding Vocabulary:
   • Teacher shows pictures of daily activities one by one.
   • Teacher clearly says the English word/phrase (e.g., “Wake up”). Writes the word/phrase on the board next to the picture.
   • Teacher models simple actions for each phrase.
   • Students repeat the word/phrase together as a group.
   • Teacher checks understanding: “What is this?” pointing to a picture. Encourages choral response first, then individual if students feel comfortable. Scaffolding through visuals, repetition, and varied response opportunities.
   • Allow Translanguaging: If a student says the word in their L1, the teacher can affirm (e.g., “Yes, in [L1] it is X. In English, we say Y.”) or ask another student if they know the English word, without pressure. Explicitly state, “It’s okay to use your language if you need help to understand or say something.”
3. Sequencing Activities & Introducing Time (15 mins) – Building Structure:
   • Teacher arranges the pictures in a typical daily order (morning, afternoon, evening).
   • Teacher introduces simple time markers: “In the morning,” “In the afternoon,” “In the evening,” “At night.” Writes these on the board.
   • Teacher connects time markers to activities: “In the morning, I wake up. In the morning, I eat breakfast.”
   • Introduce the clock visual. Explain “o’clock” for simple times (e.g., “I wake up at 7 o’clock.”). Keep time telling simple. Scaffolding time concepts.
4. Controlled Practice: Question and Answer (15 mins) – Supported Interaction:
   • Teacher models a simple Q&A with a clear structure: “What do you do in the morning?” “I wake up.”
   • Teacher points to different pictures and asks the question, inviting choral response.
   • Teacher then encourages students to ask and answer in pairs using the visuals as prompts. Circulate and provide support, repeating correct phrases without over-correcting errors (“embracing a culture of errors” – Dobbs). Scaffolding interaction.
   • Observe for signs of distress: If a student seems withdrawn or anxious, gently approach, offer individual support, or allow them to observe. Do not force participation. Trauma-informed responsiveness.
5. Wrap-up and Reflection (5 mins) – Reinforcing Safety & Connection:
   • Gather as a whole group.
   • Briefly review the learned vocabulary and phrases.
   • Teacher thanks students for their participation.
   • Low-pressure check-out: “Today we talked about our day. How do you feel now? Happy? A little tired?” Again, accept simple responses. Reinforces safety and relationship.
   • Signal the end of the lesson clearly.

Assessment:

• Observe student participation in repetitions and pair work.
• Listen to student responses during Q&A to check understanding of vocabulary and simple sentence structure.
• Observe comfort level and engagement (qualitative).

Adaptations for Trauma Sensitivity (integrated):

• Maintain consistent, calm demeanor.
• Avoid sudden loud noises or movements.
• Provide clear visual cues for transitions.
• Offer options for participation (choral vs. individual, speaking vs. pointing).
• Be mindful of proximity and personal space.
• Avoid topics that could be triggering (e.g., asking detailed questions about “home” or travel unless initiated very carefully by the student in a safe, private context).
• Have a quiet corner or space available if a student needs to step away briefly.
• Recognize that progress may not be linear due to external factors.

SOURCES

1. Solberg, Anette, van Os, Bernadette, Eriksson, Joanna, & Wiborg, Ragnhild Holm. “Adult refugees’ perspectives on the impact of trauma and post-migration hardships on learning“. Taylor & Francis Online.
2. Westbrook, Jo. “Refugee foreign language learning: trauma and the use of translanguaging space as a vehicle for psycho-social support“. University of Leicester research repository.
3. Dobbs, Ben. “How to address the effects of trauma in the English language classroom“. British Council | TeachingEnglish.
4. Bakhtiary, Aref. “Towards a Trauma-Informed Pedagogy for EFL Teaching with Displaced Students Online“. Refugeap Network.
5. Kostouros, Patricia, Scarff, Bria, Millar, Nathan, & Crossman, Katherine. “Teaching English Language Learners Who Have Trauma Experiences: Healthy Boundaries, Happy Teachers“. TESL Canada Journal.