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

Abstract

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.