ABSTRACT
In this chapter, we address well-being through a trauma-informed lens. As such, we begin by considering threats to well-being within current practices and policies in the fields of language education and teaching English to speakers of other languages. These threats include oppressive pedagogical practices, policies, institutional and curriculum constraints, as well as a push for an outcome-based approach within both teacher education (TE) and professional development (PD). Examples of pedagogical trauma-informed practices to promote well-being are provided using a dialogical approach. Fostering control, making connections, and finding meaning to promote well-being in TE and PD are also addressed. In addition, ways to implement alternate pedagogical approaches and contemplative and care-based practices to support this work will be shared. The chapter finishes with recommendations and arguments for integrating well-being into the teaching profession to better support not only teachers but also students and our communities. The chapter ends by proposing that we must rethink and reconceptualize the intentions of TE and PD in ways that encourage well-being. If we do so, the possibilities and hope for educators will be strengthened now and in the future, as will their capacity to build stronger and more resilient communities.
