Training dilemmas and recommendations with volunteer instructors in small, faith‐based adult ESL programs

Abstract

Faith‐based adult English as a second language (ESL) programs provide beneficial services to the underserved adult English language learner (ELL) population in the United States (Chao & Mantero, ). However, these programs face a critical training dilemma, often lacking qualified volunteer instructors and the time or resources to train them, which can negatively impact student learning (Chao & Kuntz, ; Pennycook & Coutand‐Marin, ; Perry & Hart, ). Directors in these programs grapple with the realities of their volunteer workforce and faith context while providing the instructor training necessary to meet student needs and facilitate high‐quality instruction. Nevertheless, research has overlooked smaller volunteer‐run ESL programs (Mathews‐Aydinli, ), primarily focusing on ESL programs in K–12 and higher education settings. In order to understand the complex instructor training dilemma that faces faith‐based ESL programs and provide some solutions, this article discusses the current status of adult English language education in the United States, highlights the need for training volunteer instructors in faith‐based adult ESL programs, and examines the constraints of developing training in these programs. The article concludes with recommendations for teacher training along with several suggestions for future research to adequately address student needs in small, faith‐based adult ESL contexts.

Evolución científica de la enseñanza de lenguas en el contexto universitario (1900-2019)

“…La enseñanza de idiomas en el ámbito universitario se ha postulado en todo el mundo como un referente esencial en la nueva concepción globalizada de la formación superior (DURHAM;KIM, 2019). En nuestro contexto, la creación del "Espacio Europeo de Educación Superior" (EEES) ha cambiado la concepción de la universidad europea diseñando nuevos planes de estudios que trabajan principalmente con el desarrollo de competencias, entre las que destaca el conocimiento de una lengua extranjera por parte de los estudiantes como aspecto esencial para insertarse activamente en la sociedad del siglo XXI.…”

Creative Collaborations in Adult ESL Classrooms: Three Community Language Tutors’ Pre-Understandings, Contradictions, and Growth Points

“…In a case study, Perry (2013) attributed a volunteer's success to personal dispositions (such as cultural sensitivity) as well as professional development, including self-education, seeking mentoring and outside expertise, and purposeful reflection on her teaching. Durham & Kim (2019) also emphasize the importance of giving volunteers the opportunity to share. These studies indicate that teachers' training should include not only pre-service introductions, but consistent support during their instructional practice, including invitations to reflect and dialogue about their teaching.…”

Affordances, complexities, and challenges of intercultural citizenship for foreign language teachers

“…This English‐language teacher education setting (TEFL, TESOL MA courses and programs) was preponderant in the special issue (Atkinson Smolen, Zhang, and Detwiler, ; Moore, ; Rueckert, ; Schneider, ). Durham and Kim () addressed faith‐based adult English as a second language programs in the United States, and the religious perspective was quite novel.…”