Language, Trauma, and Teacher Well-Being: Exploring Trauma-Informed Practices Oracy-Biliteracy Instruction in Rural Multilingual Classrooms

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 2
  In Roundtable Session: Literacies and language development

Abstract

This mixed methods study explores the impact of a trauma-informed professional development (TIPOBI) intervention on rural general education teachers working with emergent bilingual students. The intervention integrated trauma-informed practices with linguistically responsive pedagogy to support teacher well-being and foster inclusive, equitable instruction. Data from teacher surveys, interviews, classroom observations, and student belonging measures revealed that TIPOBI helped mitigate secondary traumatic stress, shifted language ideologies, and enhanced culturally sustaining literacy instruction. While both teachers showed signs of emotional strain, their engagement with TIPOBI led to meaningful changes in practice and classroom climate. Findings highlight the importance of addressing linguistic trauma in TIP frameworks and suggest that healing-centered PD can improve outcomes for both teachers and multilingual students in under-resourced rural settings.

Authors

• Santiago Parra Giraldo, Purdue University

• Ofelia Castro Schepers, Purdue University