The United States has been the global leader resettling refugees since the 1970s; its resettlement program is the largest in the world. The state of Texas has a high number of admissions and longstanding refugee programs which makes it a strategic site for research. This article reports findings of a reflective case study within an open enrollment literacy program in Central Texas. It describes the experiences of a literacy instructor teaching English to refugee adult learners for six years. The research questions guiding the study are: (1) what are the experiences of a literacy instructor teaching English to refugee adult learners? and (2) what can other English language instructors transfer from this reflective case study to their classroom settings when teaching refugee learners? To document the case study, it was important to keep a systematic account of facts and reflection. Thus, the instructor kept a reflective journal for a semester and participated in a series of conversational storytelling interviews to generate data for the study. Thematic analysis procedures guided the data analysis process and allowed for identifying five major themes to report study findings. These are: (1) traumatic stress, (2) classroom dynamics, (3) active listening, (4) flexibility for teaching and learning, and (5) curriculum challenges. Study findings provide examples and narratives that can be useful to practitioners interested in this topic. This article is an invitation to instructors of adult refugee language learners to engage in reflection and become more aware of their teaching practices.

中文翻译：

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一名扫盲教师向难民成人学习者教授英语的反思性案例研究

自 20 世纪 70 年代以来，美国在难民安置方面一直处于全球领先地位；其重新安置计划是世界上最大的。德克萨斯州拥有大量的入学人数和长期的难民计划，这使其成为研究的战略地点。本文报告了德克萨斯州中部一个开放招生扫盲计划的反思性案例研究的结果。它描述了一名识字教师向难民成人学习者教授英语六年的经历。指导本研究的研究问题是：（1）识字教师向难民成人学习者教授英语的经验是什么？(2) 其他英语教师在教授难民学习者时可以从这个反思性案例研究中将什么转移到他们的课堂环境中？为了记录案例研究，系统地记录事实和反思非常重要。因此，教师保留了一个学期的反思日记，并参加了一系列对话式讲故事访谈，为研究生成数据。主题分析程序指导数据分析过程，并允许确定五个主要主题来报告研究结果。它们是：（1）创伤性压力，（2）课堂动态，（3）积极倾听，（4）教学灵活性，以及​​（5）课程挑战。研究结果提供的示例和叙述对于对此主题感兴趣的从业者可能有用。本文邀请成人难民语言学习者的教师进行反思并更加了解他们的教学实践。