Profiling the concept of TRAUMA in English-language educational discourse
Bibliographic Data
| ID | 22432915 |
|---|---|
| Authors | Liliia Molhamova (0000-0002-6707-9791, Sumy State University), Наталия Витальевна Таценко (0000-0003-2604-2340, Sumy State University), Oleksandr Karpov (Sumy State University, Sumy, Ukraine), Олександр Карпов (Sumy State University) |
| Year | 2026 |
| Pages | 102 |
| Publication date | 2026-05-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Cognition communication discourse (JOURNAL) |
| Journal identifiers | ISSN: 2218-2926 • E-ISSN: 2218-2926 |
| Publisher | V. N. Karazin Kharkiv National University (PUBLISHER) |
| DOI | 10.26565/2218-2926-2026-32-07 |
| OpenAlex | W7168146098 |
| Language | EN |
| References cited | 23 |
The article presents a linguo-cognitive analysis of the profiling of the concept of TRAUMA in English-language educational discourse. The relevance of the study is determined by the increasing role of traumatic experience in contemporary society and the integration of the trauma-informed approach into educational practices. The aim of the study is to identify the specific features of the actualization of the core and peripheral attributes of the concept TRAUMA within the institutional educational environment and to determine the cognitive mechanisms underlying its profiling. The theoretical and methodological framework is grounded in cognitive semantics, conceptual metaphor theory, discourse analysis, and linguoconceptology. The research material includes dictionary definitions, online courses, academic textbooks, and scholarly articles on trauma-informed education. The study reconstructs a multi-level frame model of the concept TRAUMA, encompassing the following profiles: prototypical (injury), clinical (diagnosis and symptomatology), neurobiological (embodied memory), therapeutic (recovery), pedagogical (educational environment), and socio-relational (disrupted connections). It is established that dictionary discourse fixes the medical-physical core of the concept, whereas educational discourse performs its functional re-profiling, from a category of pathology to a category of pedagogical responsibility, safety, and support. Within the trauma-informed approach, trauma is interpreted as a contextual factor that shapes communicative strategies, ethical standards, and institutional practices. The study demonstrates that the profiling of the concept TRAUMA is selective in nature: features such as regulation, resilience, empathy, and inclusivity are foregrounded, while purely clinical aspects shift to the periphery. Metaphorical models TRAUMA AS WOUND, BURDEN, JOURNEY perform both cognitive and pragmatic functions, enabling an empathetic reinterpretation of learners’ behavioral manifestations. The findings indicate a transformation of the semantic core of the concept TRAUMA in English-language educational discourse and its integration into the system of pedagogical ethics.
Cognition · Conceptual Blending · Conceptual metaphor · Discourse analysis · Metaphor · Reinterpretation · Discourse Analysis and Cultural Communication · Educational Philosophies and Pedagogies · Psycholinguistics and Behavioral Studies
Cognitive Linguistics
Dissociation and the fragmentary nature of traumatic memories
Trauma-Informed Practices in Schools Across Two Decades
Discourse & Society
Concepts Through a Linguosynergetic Lens (On the Example of the Concept of Death)
Understanding and responsiveness in the trauma-informed adult ESL classroom
Descriptions of Pain, Metaphor, and Embodied Simulation
Unclaimed Experience
Trauma-Informed Education in pre-service teacher training during The Wartime
Practicing What We Teach
Metaphor
| Citation velocity | historical |
|---|---|
| Highly cited | No |