Author(s): Adkins, M., Sample, B., Birman, D.

Institutional affiliation/Agency/Program: National Clearinghouse for ESL Literacy Education

Publication date or date of most recent update: 1999

Number of pages: 5

Website URL: http://www.ericdigests.org/2000-4/mental.htm

Type of product (lesson plans, curriculum, training product): ): training, informational, tips, suggestions - offers background and practical suggestions for teachers.

Key words: English as a Second Language (ESL), refugees, mental health, stress, immigrants, classroom practice

Target population: Instructors, Administrators

Training required: None - but further training on the topic area would be helpful as it is complex.

Abstract: This short article provides general information about mental health and stresses that refugees face in adjusting to a new culture and specific things ESL teachers can do to assist their students in the adjustment process based in current research. The authors define mental health and types of stresses. They describe how mental health concepts are culturally biased and therefore behaviors can be misattributed to mental health issues. This piece offers three areas (recognizing symptoms of mental illness, discussing learner relevant health and cultural content, networking) in which ESL teachers can assist their students to integrate into their new lives. Each area includes practical suggestions that teachers can apply to their classroom. As the authors state, the topic area is complex. Further readings would complement this article as it provides an introductory look at mental health issues and the refugee population.

What the experts say: For its length, this piece appears to be quite valuable for practitioners of ESL. The article is very clearly organized and written, and provides useful suggestions for teachers to use in class, it does assume a certain amount of skill and experience in the reader/teacher, most-likely due to the brief length of the article. The cautions it offers about cultural points of view of mental health are good. One could wish they were a bit stronger and more vivid in the examples and reminders that we cannot presume to treat persons with mental health issues with the practices or assumptions we have in the US. On the other hand, the classroom activities designed to help learners talk about things on their minds or their experiences in safe ways, and the well-placed comments reminding teachers that they are not therapists are welcome pieces of advice for ESL teachers. As for so many of such items produced with the best intentions, this one lacks really substantive citations and sources; on the other hand, like most ERIC resources, it was authored by people who know their way around their topic. That being said, this piece would be excellent required reading for all teachers of ESL and a terrific focus for a study group or other discussion group.