Trauma-Sensitive Teaching Practices: A Compassionate Framework for Language Educators

Elizabeth Ablan, M.A. Student & Graduate Assistant, Center for Language Teaching Advancement

Linguistics and Germanic, Slavic, Asian and African Languages, Michigan State University

3:30 pm central time, Thursday, April 1

Register HERE


Trauma-sensitive teaching practices is a compassionate framework that evaluates the cognitive impact on learning through the perspective of an individual affected by trauma. These practices help address both individual and collective traumatic experiences. We are currently experiencing a collective trauma due to the on-going changes in our lives in response to the global pandemic. Teaching-sensitive practices help elevate teachers’ awareness of student behaviors and provide applicable and compassionate skills for language teachers to effectively reach students and provide quality instruction. 

About the discussant:

Elizabeth Ablan is a second-year master’s student studying Teaching English as a Second Language at Michigan State University. She holds her Bachelor of Science in Elementary Education and Spanish and is certified through Cambridge University’s Teaching House International Certificate in Teaching English to Speakers of Other Languages. Her teaching experiences include elementary, middle, and high school Spanish, Migrant Education, and online Business English coaching. Her research interests focus on equitable Education Policy for English Learners in the state of Michigan and Trauma-sensitive teaching practices.

Delivery format: Zoom meeting

Contact: Jana Martin, Associate Director, Language Institute. Email Jana for access to a recording of the session.

If you need accommodations to participate in this event, contact Adolfo Carrillo Cabello at least three business days prior to the event.

Sponsors: University of Iowa, College of Liberal Arts and Sciences Language Media Center; University of Michigan, College of Literature, Science, and the Arts (LSA) Language Resource Center; University of Minnesota, College of Liberal Arts (CLA) Language Center; Michigan State University, Center for Language Teaching Advancement; University of Wisconsin-Madison, Language Institute