Second Language Acquisition of Traumatized Students

Two recent developments indicate that a new horizon in English as a Second Language (ESL) classes and ministries has dawned. One is the increasing cultural awareness and acceptance of how PTSD and c-PTSD affect areas of the brain involved in second language acquisition (SLA). The other is the rapid influx of over half a million non-English speaking refugees from traumatic situations within the last three years. Through a convergence of SLA research in Liberty University’s Master of Teaching English as a Second Language program and the new research frontier of the lasting effects of trauma on the brain, it is possible to identify ten pedagogical recommendations to assist students in their processes of healing and learning. Areas of the brain involved in SLA are identified, particularly the left hemisphere, prefrontal cortex, and those areas involved in creativity and working memory (WM). Areas of the brain that are physically affected by trauma overlap with those involved in SLA. In particular, the underdevelopment of the prefrontal cortex and inabilities of executive functioning affect a student’s participation, processing, and retention in the language classroom. The psychological effects of trauma on the brain are discussed through several case studies, including research done with refugees from the former Yugoslavia, the Dresden bombing during World War 2, and the Holocaust. These studies reveal that the one mitigating factor in post-traumatic growth (PTG) is “relating to others.” Each section includes pedagogical implications of the said research, with a summarizing chapter on practical applications at the end.