Trauma-Informed Applied Linguistics : Perspectives on Migration, Language and Resilience.

Format:

Book

Author/Creator:

Woodcock, Maybritt D.

Language:

English

Subjects (All):

Applied linguistics.

Social work with immigrants.

Physical Description:

1 online resource (0 pages)

Edition:

1st ed.

Place of Publication:

Bristol : Multilingual Matters, 2026.

Summary:

This book explores how applied linguistics can work more ethically and sympathetically through trauma-informed approaches. It considers the positionality of asylum seekers, the narrative construction of traumatic events, trauma-informed interviewing, interpreting and teaching, and the risk of vicarious trauma for practitioners.

Contents:

Cover

DOI https://doi.org/10.21832/WOODCO6881

Contents

Contributors

Introduction

Language and Trauma

The Purpose of this Volume

Defining and Situating Trauma

What is trauma?

Where did the word come from?

What is the connection between migrant communities and trauma?

Organization of this Volume

Notes

References

Part 1: Narration

1 : Trauma-Informed Oral History Practices for Social Justice in Multilingual Communities

The Practice of Oral History and its Significance in Applied Linguistics

Trauma-Informed Oral History Practices with Latina/o/e Communities

Oral Histories and Linguistic Social Justice

Recommendations

2 : Practising Trauma-Informed Listening in Asylum Application Interviews

Background: Trauma and Listening

Field Site and Methodology: Interviews at Cal-AID ' s Pro Se Asylum Application Clinics

Dataset and Interactional Context

Analysis: Trauma-Informed Listening in Interaction

Discussion and Conclusion: Toward Trauma-Informed Listening

Appendix

3 : Competing Conceptions of Childhood: Implications for Trauma-Informed Approaches to Policy and Practice for Unaccompanied Children Seeking Asylum in the UK

Background

Who are unaccompanied children?

Defining childhood and protection gaps

The UK Immigration Framework and Asylum Processes

Childhood as a contested space

Age assessments for unaccompanied children

The age assessment process

Credibility in the asylum process

Not being believed about age

Policy Discourses

Policy discourse on appearance

The National Age Assessment Board

Medical assessments

Conclusion

Acknowledgements

4: Linguistic Perspectives on Young Migrants ' Discursive Reconstructions of Migration-Related Experiences.

Linguistic Approaches to Language and Trauma

Trauma-Informed Approaches: Conceptual Foundations in (Migration-Related) Language-Biographical Interviews

Before the interview

During the interview

After the interview

Analysis and Results

P9: Qualitative analysis

P9: Descriptive analysis and interpretation

P21: Qualitative analysis

P21: Descriptive analysis and interpretation

Summary and Conclusion

Part 2: Interpreting

5 : Interpreting Services for Modern Slavery Survivors in England as a Matter of Trauma-Informed Care

Modern Slavery, Interpreting, and the English System

Methodology

Approach

Research setting and participants

Interviews (data and analysis)

Findings

The need to work with qualified interpreters

The impact of trauma on language proficiency and confidence

A mindset disrupted by exploitation

The need for agency and self-determination

Implications for Practice, Research, and Policy

6: The Helper ' s Hidden Burden: Vicarious Trauma in Interpreters Involved in Humanitarian Aid

The Emotional Cost of Trauma-Informed Interpreting: Vicarious Trauma

Interpreting in Humanitarian Settings: A Challenging Landscape

Interpreters Working with Ukrainian Refugees: A Case Study

Settings, context, and the interpreter ' s role

Personal involvement and survivor guilt

The crucial role of preparedness

Reflections and Implications

Future directions and recommendations

7 : Trauma-Informed Practices in Interpreter Training with Latinx High School Students

Language brokering

Trauma-informed approaches

The Context of Research

Authors' positionality

The IMPACT programme

Trauma-Informed Practices and Broker Reflections

Class reflection

Narrative interviews.

Challenges

Changing views on brokering

The role of the IMPACT programme

Discussion

Part 3: L2 Education

8: Trauma and Second Language Acquisition: A Critical Literature Review

Aim and Method

Critical Literature Review

Trauma and SLA

Trauma, other socio-emotional well-being, and SLA

Trauma and non-trauma-specific socio-emotional well-being

Non-trauma-specific socio-emotional well-being and SLA

Trauma, cognition, and SLA

Trauma and cognition

Cognition and SLA

Cognition and non-trauma-specific socio-emotional well-being

Trauma, motivation, and SLA

Trauma and motivation

Motivation and SLA

Motivation and non-trauma-specific socio-emotional well-being

Motivation and cognition

Trauma, participation, and SLA

Trauma and participation

Participation and SLA

Participation and non-trauma-specific socio-emotional well-being

Participation and cognition

Participation and motivation

Summary

The TSLA Model

9: Integrating Language, Art and Well-Being: Reflections on a Trauma-Informed Collaborative Project for Families Seeking International Protection in Ireland

Trauma and the Impact of Forced Displacement on Families

Maintaining Language and Culture in a New Country

Integrating Well-Being, Arts and Translanguaging

About the Study

Results

Perspectives on language

Perspectives on socialization

Perspectives on well-being

10: Healing and Social Justice: Transformative Practices in the Heritage Language Classroom

From Migration to the Classroom: Understanding Heritage Language Learners

Racial Trauma

Developing Trauma-Informed Practices from a Decolonial Perspective.

A Journey towards Healing and Empowerment: A Pedagogical Practice for the Heritage Language Classroom

Core Skills for Healing and Empowerment: Self-Awareness, Self-Compassion, Self-Appreciation and Social Justice Consciousness

The development of self-awareness

Self-awareness through collaborative poetry

The cultivation of self-compassion

Self-compassion through a personal journal

The practice of self-appreciation

Self-appreciation through visual arts

The advancement of social justice

Social justice through storytelling

Social justice through artivism

Afterword: Bringing a Trauma-Informed Lens to Applied Linguistics Research

Centring Language in the Trauma-Informed Research Guidelines

Preparing for community entry

Preparing for the qualitative interview or focus group

Extending safety and trust into the qualitative interview

Knowing when to change course

Committing to regular and radical self-reflection and self-care

Conclusion and Future Directions

Index.

Notes:

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Other Format:

Print version: Woodcock, Maybritt D. Trauma-Informed Applied Linguistics

ISBN:

9781788927307

OCLC:

1594452507