Abstract
Unprecedented numbers of adult refugee learners are entering ESL classes, many
of whom escaped war-torn countries and endured long stays in refugee camps.
Research in public health and psychology has documented high levels of
depression, anxiety, and posttraumatic stress disorder in refugee populations.
Drawing on ethnographic research with Laotian refugee women who experienced
pre-settlement trauma during the Vietnam War and interviews with bilingual
mental health professionals, this article examines current second language
acquisition theories to consider how they elucidate the effect of trauma on second
language learning. The article offers cross-cultural perspectives about the impact
of trauma on learning and recommendations for working with adult refugee
learners who have experienced trauma. Findings have implications for ESL
instructors and second language researchers concerned with the impact of pre-
settlement experiences on second language acquisition and implications for
classroom instruction.