Trauma-Informed Pedagogy: Translingual Yarning Pedagogy
Palavras-chave:
trauma-informed pedagogy, translingualism, Australian Aboriginal students, boarding school, ethnographyResumo
Many Australian Aboriginal students are English as an additional language or dialect (EALD) learners because they grow up speaking Aboriginal English, creoles, and Indigenous languages as their first languages, with Standard Australian English being acquired later, often in formal schooling. This linguistic positioning has significant implications for ELT, particularly in trauma-informed contexts. This article presents findings from an ethnographic study conducted at an Aboriginal boarding school in Australia, examining how trauma-informed pedagogy can be strengthened through the integration of a novel concept we introduce – “translingual yarning pedagogy”. By combining translingualism with yarning, this pedagogy aims to provide harmonious learning spaces that nurture Aboriginal students’ linguistic, communicative, and identity repertoires. Drawing on classroom observations, yarning conversations, and art creations, we analyse how Aboriginal students engaged in yarning circles were able to express themselves through their full translingual repertories, including Aboriginal English, Standard Australian English, creoles, and traditional languages. Our findings demonstrate that trauma-informed pedagogy in Aboriginal classrooms can be strengthened through the integration of translingual yarning pedagogy. This approach fosters a more harmonious classroom environment, enabling Aboriginal students to confidently articulate their meaning-making practices while reclaiming their linguistic and cultural agency.
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