Teaching and Supporting Higher Education Students Affected by War, Conflict, or Displacement: Changes to the ELT Classroom

Abstract

Using the practices initiated by humanitarian organizations as well as the experience of countries which have undergone a similar struggle, and taking into account particular features of the current situation in Ukraine, the paper deals with the question of organizing the process of teaching English and supporting higher education students affected by war, armed conflict, or forced displacement. A series of surveys were conducted to understand students’ and pedagogues’ needs in the challenging context. The research focused on changes in educational pathways, instructional and assessment strategies to ensure a safe and smooth transition from formal to remedial learning environment; peculiarities of organizing online classes and designing instructional materials for synchronous work in wartime; peculiarities of organizing students’ individual learning trajectories; the role of community and communication in supporting learning; the importance of teacher self-care and wellbeing in dealing with the negative impact of trauma on learners and educators. Taken together, the findings provide definitive evidence to support the importance of employing specific methodologies and approaches to organizing the educational process, in particular the teaching of English, in challenging contexts.