An Insider View: Understanding Volunteers' Experiences within a Peer-to-Peer Language Learning Program in Vancouver's Downtown Eastside

Autor/in	Balyasnikova, Natalia
Titel	An Insider View: Understanding Volunteers' Experiences within a Peer-to-Peer Language Learning Program in Vancouver's Downtown Eastside
Quelle	In: BC TEAL Journal, 5 (2020) 1, S.75-90 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2369-4211
Schlagwörter	Peer Teaching; Second Language Learning; Second Language Instruction; Foreign Countries; English (Second Language); Volunteers; Adult Education; Community Education; Peer Relationship; Facilitators (Individuals); Educational Principles; Program Descriptions; Teaching Methods; Program Design; Canada + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Freiwilliger; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Peer-Beziehungen; Bildungsprinzip; Teaching method; Lehrmethode; Unterrichtsmethode; Programme design; Programmaufbau; Programmplanung; Kanada
Abstract	Many community-based English language learning programs rely on volunteers to lead classes. While some of these volunteers have some teacher training, the majority are not professional educators. The question of how non-professionals understand what constitutes facilitation of language learning in an adult education context remains underexplored. This paper presents the findings of a small-scale study conducted within a community-based language learning program with four volunteer facilitators. Volunteer facilitators were interviewed on a range of topics related to their role in the program, peer-to-peer interaction, and the impacts of volunteering in their lives. An analysis of facilitator interviews, with reference to program's guiding educational principles, reveals the following positive factors related to the program: the informal nature of the community, the flexible design of the program, peer-to-peer interaction, and support from program staff. However, the findings also highlight that facilitators' perspectives and practices varied significantly due to their different lived experiences, motives for volunteering, and linguistic background. This study highlights promising practices, which could serve to design sustainable community-based English language learning programs for adults. (As Provided).
Anmerkungen	Association of BC Teachers of English as an Additional Language. #206 - 640 West Broadway, Vancouver BC, V5Z 1G4, Canada. Tel: 604-736-6330; Fax: 604-736-6303; e-mail: admin@bcteal.org; Web site: https://ojs-o.library.ubc.ca/index.php/BCTJ
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01