Experiences and perceptions of volunteer teachers and their adult refugee ELL students

Volunteer-based ESL classes for refugees, although prevalent, often exist without professional support for volunteer teachers or adequate standards of effective instruction. This qualitative case study examines a community-based, volunteer-led ESL program that serves adult refugee language learners in light of the experiences of six volunteer teachers of adult refugee ELLs, their perceptions of student needs, their own teaching, and the program in which they volunteer. This study also examines the perceptions the adult ELLs have of their own needs, their teachers, and the program itself. This study concludes with recommendations for improvements the program can make in light of their students and volunteers’ needs.

Name thesis:degree_name

M.A.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Teaching of English Sec Lang

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2017

Author dc:creator

• Ho, Kallie-Jo

Contributors dc:contributor

• Abbott, Ann
• Sadler, Randall

• Refugees
• Adult education
• Volunteer teachers
• Community-based English as a second language (ESL) programs

Statement dc:rights

• Copyright 2017 Kallie-Jo Ho

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/98339

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/98339