Dissertation/Thesis Abstract

Responding to Mental Well-being Concerns in the Adult ESL Classroom
by Bonifacius, Hannah, M.A., Northeastern Illinois University, 2018, 69; 10837834
Abstract (Summary)

This study aims to investigate programmatic and curricular support systems in place for ESL instructors to readily and appropriately address mental well-being concerns amongst their student populations. Furthermore, the study evaluated instructors’ involvement with local counseling and trauma-based training with refugee and immigrant populations in mind. As refugees, along with a percentage of the immigrant population, enter the United States with a pre-flight history of war, violence, and persecution the ESL classroom exists as a social point of entry to establish communal ties. Additionally, an ESL classroom may be the first educational context an immigrant or refugee experiences after a protracted period of time. To determine the knowledge and practices of instructors and their institutions, an online survey was sent to program directors and ESL instructors at adult ESL programs throughout Illinois. The survey questions were created to examine ESL instructors' awareness of mental well-being of their students and identify types of training and resources at ESL instructors’ disposal and whether ESL professionals were able to assist with their students’ mental well-being. Findings from this study indicated that instructors need more support from their programs to effectively respond to trauma and other mental well-being concerns manifested in both social and cognitive behaviors in the classroom. Findings showed that instructors with clear protocols and procedures for mental well-being concerns were more likely to know of and refer students to mental health providers. Additionally, instructors indicated a desire for more training on the subject of trauma and mental health and methods to incorporate this knowledge into their lesson planning and classroom instruction.

Indexing (document details)
Advisor: Ntihirageza, Jeanine
Commitee: Bofman, Theodora, Nurmukhamedov, Ulugbek
School: Northeastern Illinois University
Department: MA Teaching English to Speakers of Other Languages (TESOL)
School Location: United States -- Illinois
Source: MAI 58/01M(E), Masters Abstracts International
Subjects: English as a Second Language
Publication Number: 10837834
ISBN: 978-0-438-35986-4
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