Innovation in Language Learning
Trauma-Informed and Culturally Responsive Pedagogy in Adult English Language Education: Addressing Affective Barriers and Supporting Educator Wellbeing
Hashini Abeysena, Faculty of Foundation Skills, TAFE SA (Australia)
Abstract
This concept paper explores the intersection of trauma-informed and culturally responsive pedagogy in adult English language education within tertiary and adult education contexts. Many adult learners bring experiences of trauma, displacement, and cultural dislocation into their language learning, while also navigating challenges of identity and belonging. Traditional pedagogies can inadvertently reproduce trauma and foster negative affective experiences—feelings of inadequacy, diminished confidence, or exclusion—that undermine participation and wellbeing. Drawing on global frameworks (UNESCO, 2021; OECD, 2022) and adult learning principles, this paper argues that embedding trauma-informed and culturally responsive practices is vital for equitable, inclusive education. Through reflective discussion and practitioner insights, it examines what occurs when teaching is not traumainformed or culturally responsive, and contrasts this with strategies that affirm learner identity, validate multilingual repertoires, and create emotionally safe classrooms. Educator wellbeing is foregrounded, highlighting vicarious trauma and the need for sustainable, reflective practice. The paper also acknowledges Aboriginal and Torres Strait Islander learners in adult English classrooms, advocating relational pedagogy and culturally safe literacy pathways that align with national equity goals. By conceptualising trauma-informed and culturally responsive pedagogy as a unified framework, this contribution encourages dialogue on countering deficit framings and promoting dignity-affirming classrooms.
Keywords: Trauma-informed pedagogy; Culturally responsive teaching; Adult learners; Affective dimensions of language learning; Educator wellbeing
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