Lorelei Blackburn

The influx of refugees into the United States from war-torn regions can leave ESL teachers grappling with more than language barriers.  Because many young refugees’ education has been obstructed by war, and some have suffered such atrocities as rape, watching their families being murdered, or being forced to serve as child soldiers, many are left with lasting trauma.  For victims of prolonged and pervasive trauma, trust can be hard to restore, therefore, teachers must create a safe place for students in which they can learn. To do so, teachers of traumatized populations are often called upon to serve as counselors, confidantes, and clergy.  Only after serving in these varied capacities can the teacher get down to the business of teaching.

In this session, the presenter will begin by discussing successful—and unsuccessful—methodologies for building relationships with traumatized students to create effective learning environments. She will share personal narratives based on her experiences teaching former child-soldiers and street kids in Eastern Uganda.  Participants will then be given the opportunity to read and respond to Ugandan students’ work, which often reflects the trauma and horrors of war, poverty, and abandonment.  Because the subject matter is often horrific and repulsive, the presenter will offer suggestions on how to ethically respond to both form and content. 

 Finally, to foster first-hand understanding of the cultural, social, and language needs of refugee populations, and to “come together as community,” attendees will participate in a real-time webcam session with EFL students in Uganda. This diverse group, former child-soldiers and former street-kids, has agreed to tell their stories and field questions, allowing participants to virtually travel to and inhabit “those less traveled places.”  In case of unsolvable technical difficulties, the presenter will share both digitally recorded and written personal narratives by Ugandan students.