English language tutors' Role in trauma healing

English language teachers need to be aware of the impacts of traumatic stress among pupils because they should consider the social-psychological circumstances of their students. Along with their peers, children from refugee and immigrant backgrounds commonly experience trauma in English as a second language environment across the world. Children will struggle with language learning if they don't share some degree of trauma healing. 

This article demonstrates how trauma research and good language teaching strategies may work together. Teaching methods consider the requirements of persons who have experienced trauma. This method has been used in the Livexp online English conversation classes for a while. Look at it here - https://livexp.com/online-tutors/conversational-english. Tutors always consider each student's qualities when designing lessons for them. What is required, however, is a consistent educational approach that aims to achieve the following objectives:

To meet the needs of traumatized youth and give them access to a variety of self-expression and language learning opportunities, language instruction should incorporate intelligence that might be overlooked in conventional language classrooms, such as bodily-kinesthetic, musical, spatial, interpersonal, and naturalist intelligence;

To create a community that will be a safe place for mourning traumas and considering nonviolent conflict resolution options, language instruction that explains the trauma healing process and subtly addresses local violence by examining analogous but geographically distant conflicts must be combined with self-expression and social relationship exploration.

Integration of language learning, self-discovery, and interpersonal relationships

Earl W. Stevick succinctly says that the key to understanding effective language teaching and learning is "what goes on inside and between" individuals. Language learners who have experienced trauma require a safe environment to perform inner healing in a group of people. Although further research is needed, English language instructors can help students heal from trauma since artistic acts of teaching are therapeutic and encourage both wholeness and efficient learning for all students. 

CONCLUSION

The traumatized learners learn to trust others and restore self-efficacy in a secure atmosphere and supportive community that combines language education with self-expression and social connection development. While promoting language acquisition, incorporating content-based language education related to conflict transformation and forgiveness helps strengthen kids' resiliency.

Since they are unaware of any students who are traumatized in their classes, many instructors may believe that none is essential to them. What about the youngster whose focus keeps straying, though? We shouldn't be deceived by students' quiet about their prior tragedies. We should use the methods outlined here to create resilience proactively. As educators, we may also consider how terrible experiences have helped us grow in wisdom and compassion. Doing this can improve our ability to support and encourage kids.