Overcoming Barriers: Adult Refugee Trauma Survivors in a Learning Community

Abstract

In 2007, approximately 48,000 refugees resettled in the United States, more than half of whom were over 18 years of age (Jefferys 8c Martin, 2008). Due to denigration and, in many cases, torture, refugees have either experienced interrupted education or have never received a formal education in their home country. Shortly after arrival in the United States, many non-English-speaking adult refugees enroll in low cost community-based English as a second language (ESL) classes in order to bridge the gap in their education and to build the language skills necessary to secure employment. ESL classes provide a welcoming community within which this marginalized population can actively participate in language learning as they adjust to a new environment. Yet participation in ESL classes is not always feasible, even in New York City, the most populous city in the United States with one of the largest immigrant populations. In 2006, the number of individuals in need of adult ESL courses in New York City was estimated to be 1 million, yet far fewer were able to enroll in these courses because of the lack of availability and wait times ranging from several months to 2 years (Tucker, 2006). In light of the lengthy wait time to enroll in citywide ESL classes, refugee resettlement agencies, which provide ESL instruction primarily for their clients, become an invaluable resource. For refugees who are trauma survivors, there are few ESL programs in the United States designed specifically for them; however, the Urban

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