Reflective Case Study of a Literacy Instructor Teaching English to Refugee Adult Learners.

This article focuses on a reflective case study of an English literacy instructor’s six-year experience teaching adult refugee learners in an open enrollment program in Central Texas, a state with one of the highest refugee resettlement rates in the U.S. The study identifies five key themes affecting instruction: traumatic stress among learners, classroom dynamics shaped by cultural diversity, the importance of active listening and respect, flexibility in teaching approaches including language use and attendance, and challenges related to the lack of a specialized curriculum for refugee learners. Findings emphasize the need for instructors to adopt empathetic, assets-based teaching practices and for program administrators to support tailored curricula and professional development. The article invites educators working with refugee adults to engage in reflective practice to improve teaching effectiveness and learner integration.