Useful Resources for CCVT Volunteers

Torture and Second Language Acquisition

Depression

Survivors of torture often grapple with depression as a result of their trauma and losses incurred in the home country. As much as possible, learners should be encouraged to continue attending classes rather than discontinue or be absent frequently. Attending ESL classes will not cure the condition but the company of others, and the fact that the individual can occupy his/her mind with something other than his/her troubles, can be therapeutic.

It is important, therefore, that once the learner is persuaded to join classes, the atmosphere be as relaxed as possible. There are several strategies that can be used to pursue this end.

Music

Studies have shown that music in the classroom can facilitate language study. One of the reasons for this is the fact that music relaxes freeing the learner to take more chances with the new language.

At the CCVT, instructors set aside one class out of four to devote to musical activities. The fact that a piano was donated to the Centre helps tremendously. Prior to inheriting the piano, however, an instructor would bring in his guitar for these sessions.

A popular activity in the ESL classroom is to play a song on the guitar or piano and have the students learn the lyrics. A variation of this exercise is to invite learners to add their own lyrics. either in the form of a new verse or a chorus once they are comfortable with the song.

Learners can do this in groups and then write their renditions on overhead transparencies or on chart paper. The class can then sing the new versions of the song. This activity can also be done as a Language Experience Activity (LEA) where each learner adds one new line to the song.

Another idea that can used is to bring in a cassette of instrumental music. Have the learners listen to it several times and then write a few lines or a paragraph about the mood or emotion that the piece invokes.

If the instructor is not musically inclined, an audio cassette with recorded music can be used for both of these exercises.

Art

At the CCVT we first introduced art in the classes through an art therapist who we are extremely fortunate to have on our staff. She has done sessions with classes where learners are asked to draw, paint or sculpt what they are not yet able to express verbally. If your classes are located in a city where there is a practicing art therapist, inviting such an individual to visit and lead the class in a session is highly recommended. The Art Therapy Institute of Toronto can be contacted for information on individuals who are practicing in your area.

As a continuum of the art therapy session, one instructor at the CCVT integrated art as a regular component of his curriculum. He would introduce a new word to the class i.e. 'boredom', 'frustration', 'hope' and then invite learners to illustrate it and then discuss what they drew.

Guests in the Classroom

Guests are frequently invited to visit ESL classes to discuss with learners various topics of interest and to share their expertise. Guests can prove especially beneficial when exploring the topic of mind and body health. This broad subject is usually of particular interest to refugees who have survived a traumatic event such as torture. Public heath nurses can provide good introductions to the topic. They can also focus on the subject of stress and how best to handle it. Following an introduction by a public health nurse, experts in specific areas of stress management can be invited into the class as well. Some examples include individuals who teach Tai Chi, meditation and relaxation therapy. Think carefully before inviting a massage therapist to class as many survivors do not want to be touched. The following is a class activity that is a good follow up to a visit by a health practitioner who has focused on the subject of stress management:

The instructor shows pictures of scenes that are meant to invoke pleasant and relaxing imagery i.e. a sunset, beach scene, mountain side. The learners are then invited to think of a scene in their own minds that is relaxing. Using this guided imagery, learners write a few sentences or a short paragraph about the scene they have imagined with themselves as a part of it--relaxing. Upon completion, learners practice reading what they have written. Gentle music can be played in the background while this exercise is in progress. While listening, learners are encouraged to close their eyes, visualize relaxing scenes and practice deep breathing exercises.