English-as-a-Second-Language (ESL) practitioners are familiar with adult learners' stories of disruption, political trauma, and mental upheaval. Until recently, however, little attention has been paid to personal trauma and domestic abuse. Acknowledgement of the prevalence of violence generally, and of that experienced by those in the adult ESL and literacy community specifically, is critical to the development of instructional approaches that make classrooms safer and learning more possible for adult immigrant learners. This digest describes trauma and abuse in immigrant communities (concerning mainly women and children), discusses the effects of trauma on learning, and suggests ways in which practitioners can modify their practice to facilitate learning among victims of trauma and violence. A long list of implications for practice are discussed, and among the suggestions to teachers are the following: listen to learners and allow their concerns about violence to surface in one form or another; offer content and activities that allow learners to share as much or as little information as they want; allow learners to choose their level of participation in classroom activities; find out about community resources; and avoid the assumption that all immigrant learners are victims of traumas. It is concluded that although strides have been made in raising public awareness about the prevalence of violence in all forms and its effects upon learning, work remains to be done. (Contains 12 references and 4 resources.) (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)