Many students for whom English is a second language may be reticent in the classroom due to their perceived lack of English language fluency, among other reasons. The study featured in this book investigates the discourses of affective trauma, injustice and identity in the personal language narratives of academic literacy students enrolled into a four-year undergraduate degree programme at a South African university. The study also featured interviews with students and teaching staff, observations of tutorials, observations from the teacher, as well as a comprehensive survey. The purpose of the book is to attempt an analysis of the underlying reasons for the students' apparent reticence and demotivation, and to engender a critical awareness of affective issues in the learning and teaching environment of educators at primary, high school, and tertiary education levels. Affective trauma, and its impact on student success and retention, is an under-researched area of learning and teaching. The book aims to present transformative measures to address these issues. This is an important book for educators, educational policy-makers, curriculum developers, and learning and teaching specialists.
