TRAUMA-INFORMED APPROACH IN FOREIGN LANGUAGE TEACHING
Abstract
Foreign language learning is a complex cognitive, emotional, and social process that requires learners to actively engage with unfamiliar linguistic structures and cultural perspectives. However, students who have experienced trauma may encounter significant barriers to language acquisition due to the effects of traumatic stress on memory, attention, emotional regulation, and interpersonal communication. A trauma-informed approach in foreign language teaching recognizes these challenges and promotes learning environments that emphasize safety, trust, collaboration, empowerment, and cultural responsiveness. This article examines the theoretical foundations of trauma-informed pedagogy, explores the impact of trauma on second language acquisition, and discusses practical strategies that foreign language teachers can employ to foster inclusive and supportive classrooms. The article concludes that integrating trauma-informed principles into language education enhances learners' well-being, participation, and academic success while promoting equitable educational practices.References
1. Carello, J., & Butler, L. D. (2015). Practicing what we teach: Trauma-informed educational practice. Journal of Teaching in Social Work, 35(3), 262–278.
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Published
2026-07-03
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