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Researching Vulnerability in Multilingual Contexts: Trauma, Ethics, and Pedagogy

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Title: Researching Vulnerability in Multilingual Contexts: Trauma, Ethics, and Pedagogy
Language: English
Authors: Mohammed Ateek (ORCID 0000-0003-1342-7022)
Source: TESOL Quarterly. 2026 60(1):S209-S234.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 26
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Multilingualism, Trauma, Ethics, Refugees, English (Second Language), Second Language Learning, Power Structure, Trauma Informed Approach, Research, Teaching Methods, Reflection, Code Switching (Language), Second Language Instruction
DOI: 10.1002/tesq.70083
ISSN: 0039-8322
1545-7249
Abstract: This article explores the complex intersections of trauma, vulnerability, multilingualism, and ethics in refugee settings. Drawing on the author's personal experiences as a refugee academic and years of research in refugee English language education and noneducation contexts, it employs an autoethnographic approach to critically examine ethical challenges in researching vulnerable populations. The study reflects on power dynamics, positionality, and the risks of re-traumatisation in research practices while arguing for a trauma-informed approach to both research and pedagogy. Based on empirical work in multiple countries and refugee contexts, the author engages in self-critical reflections on his and other researchers' ethical practices. The paper argues that the starting point for trauma-informed pedagogy is trauma-informed research and demonstrates how translanguaging spaces--where learners' full linguistic repertoires are valued--can create safe and empowering learning environments. The article concludes with a set of recommendations for language teachers and researchers to promote ethical engagement and trauma-informed practice in refugee settings.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508740
Database: ERIC
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: This article explores the complex intersections of trauma, vulnerability, multilingualism, and ethics in refugee settings. Drawing on the author's personal experiences as a refugee academic and years of research in refugee English language education and noneducation contexts, it employs an autoethnographic approach to critically examine ethical challenges in researching vulnerable populations. The study reflects on power dynamics, positionality, and the risks of re-traumatisation in research practices while arguing for a trauma-informed approach to both research and pedagogy. Based on empirical work in multiple countries and refugee contexts, the author engages in self-critical reflections on his and other researchers' ethical practices. The paper argues that the starting point for trauma-informed pedagogy is trauma-informed research and demonstrates how translanguaging spaces--where learners' full linguistic repertoires are valued--can create safe and empowering learning environments. The article concludes with a set of recommendations for language teachers and researchers to promote ethical engagement and trauma-informed practice in refugee settings.
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        StartPage: S209
    Subjects:
      – SubjectFull: Multilingualism
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      – SubjectFull: Trauma
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      – SubjectFull: Ethics
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      – SubjectFull: Refugees
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Power Structure
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      – SubjectFull: Code Switching (Language)
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      – SubjectFull: Second Language Instruction
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      – TitleFull: Researching Vulnerability in Multilingual Contexts: Trauma, Ethics, and Pedagogy
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