Victoria E. WilsonUniversity of Southern Queensland · UniSQ College
Victoria E. Wilson
Doctor of Philosophy
Researching intervention points for educational and career pathways for refugees and asylum seekers in Australia
About
11
Publications
6,376
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13
Citations
Introduction
My research is focused on investigating and finding solutions to systemic communication barriers with non-normative and othered groups in order to improve educational and health equity.
PhD(UQ) in trauma-informed teaching of English as a second language to adults; MA (UNE) in Applied Linguistics; Bachelor and Honours degrees in Communication and Journalism (QUT).
Additional affiliations
March 2009 - November 2011
Maki School - Global Spot M
Position
- Teacher
Description
- Primarily taught business English to employees at Ishikawajima Heavy Industries (IHI) TOEIC preparation English for specific purposes
July 2014 - present
Position
- Lecturer
Description
- Course leader, developer and instructor for English Language Intensive Courses for Overseas Students (ELICOS) Course instructor in pathway program
April 2004 - August 2008
Various
Position
- Teacher
Education
April 2018 - February 2023
Field of study
- Trauma-informed teaching of English to adult speakers of other languages
March 2010 - May 2012
November 2006 - November 2006
Centro de Lenguas e Intercambio Cultural
Field of study
- English language teaching to adults
Publications
Publications (11)
Reference Data: Wilson, V. (2017). Fukushima and beyond: Teaching trauma survivors. In P. Clements, A. Krause, & H. Brown (Eds.), Transformation in language education. Tokyo: JALT. Increasingly, many English learners come to the classroom with a history of trauma, which can impact on learning and behaviour. In this paper I examine posttraumatic str...
This qualitative paper examines trauma-informed teaching of English as a second language (ESL) to adults. Trauma is highly prevalent worldwide, and post-traumatic stress negatively affects language learning. A review of the literature identified five major principles for trauma-informed learning: safety, agency, a foregrounding of student identitie...
This chapter looks at problems with the Australian Migrant English Program for refugee students wishing to access university education in Australia.
Portrayals of teachers, students and universities in the popular cultural texts of dark academia are far removed from the lived realities of teaching academics in the contemporary, digital, neoliberal university. Pathways educators, who teach large numbers of non-traditional students in tertiary preparation programmes mostly online, are almost comp...
This paper reports the findings of a critical qualitative study on trauma-informed teaching of English as a second language (ESL) at Australian universities. Post-traumatic stress affects verbal learning, yet most ESL teachers do not receive training in trauma-informed teaching. The field has suffered from a dearth of empirical studies and absence...
Psychological trauma is prevalent worldwide, and post-traumatic stress is likely to be present in every second language classroom. It has been established that post-traumatic stress can negatively affect verbal learning, memory, concentration, and the speed of second language acquisition. However, very few empirical studies have been published on h...
Keynote presentation for VALBEC2020 Conference. This keynote is about the importance of student voice in teaching and research, and also examines voice from a trauma-informed perspective.
