2020 Transformative Learning Conference

Expanding Transformative Learning Contexts

In 2017, the number of international migrants reached 258 million, including 25.4 million refugees (Vidal & Tjaden, 2018). A report from the British Council (2016) researched how language learning has been implemental in developing resilience among Syrian refugees. A key factor in the success of language programs is both the person and the practice of the teacher. For both refugees and immigrants who have left home and are in transit, additional cultural, psychological, and social stressors can impede learning. A teacher informed by transformative learning supports holistic learning and the affective needs of the students allowing a place for grief and processing the trauma of the often unwanted move. Additional concepts of cultural safety and cultural humility challenge teachers to move beyond cultural competency to recognize their own biases and the impossibility of fully knowing another culture resulting in engaging other cultures with humility, respect, and safety. Research-based practices, as well as personal illustrations, will provide practical ways to support the often hidden needs of the refugee and immigrant language students. This session will grow awareness on how to better support and value a diverse classroom and can also be a benefit to those teaching in multicultural settings in other subject areas.