Full Description
Explores the connection between language and trauma to demonstrate how language interacts with healthcare, education, interpreting, narrative construction and mental health.
This edited volume brings together scholars in applied linguistics who use trauma-informed theories and practices. Organized across three themes - narrative, interpreting and language education - the chapters examine the relationship between language and trauma, with particular attention to multilingual and migrant communities in Western contexts.
The chapter authors collate research to date and present new findings on topics such as narrating traumatic experiences, trauma-informed interviewing and interpreting, trauma-informed teaching and pedagogy, vicarious trauma among practitioners, and the relationship between trauma and language learning.
As global displacement and migration continue to rise, this volume offers timely insights and practical recommendations for more trauma-informed policies and practices. It will be of interest to educators, interpreters, researchers and professionals in law, healthcare and social services.
Contents
Maybritt D. Woodcock and Emily M. Feuerherm: Introduction
Part 1: Narration
Chapter 1. Elena Foulis, Kelly Guzman and Rachel Showstack: Trauma-Informed Oral History Practices for Social Justice in Multilingual Communities
Chapter 2. Jeremy A. Rud: Practicing Trauma-Informed Listening in Asylum Application Interviews
Chapter 3. Diana Camps: Competing Conceptions of Childhood: Implications for Trauma-Informed Approaches to Policy and Practice for Unaccompanied Children Seeking Asylum in the UK
Chapter 4. Johanna Holzer: Linguistic Perspectives on Young Migrants' Discursive Reconstructions of Migration-Related Experiences
Part 2: Interpreting
Chapter 5. Maybritt D. Woodcock: Interpreting Services for Modern Slavery Survivors in England as a Matter of Trauma-Informed Care
Chapter 6. Chiara Rao and Koen Kerremans: The Helper's Hidden Burden: Vicarious Trauma in Interpreters Involved in Humanitarian Aid
Chapter 7. Kendra V. Dickinson, Belem López and Glenn Martínez: Trauma-Informed Practices in Interpreter Training with Latinx High School Students
Part 3: L2 Education
Chapter 8. Mirjam Broersma: Trauma and Second Language Acquisition: Socio-Emotional Wellbeing, Cognition, Motivation and Participation
Chapter 9: Francesca La Morgia: Integrating Language, Art and Wellbeing: Reflections on a Trauma-Informed Collaborative Project for Families Seeking International Protection in Ireland
Chapter 10. Melisa Miralles: Healing and Social Justice: Transformative Practices in the Heritage Language Classroom
Ava Becker: Afterword: Bringing a Trauma-Informed Lens to Applied Linguistics Research
