Becoming Qualified to Teach Low-literate Refugees: A Case Study of One Volunteer Instructor

Kristen H Perry

doi:10.25148/clj.7.2.009347

Community Literacy Journal Apr 2013 Open Access

Becoming Qualified to Teach Low-literate Refugees: A Case Study of One Volunteer Instructor

Kristen H Perry

Abstract

This case study investigates Carolyn, an effective volunteer ESL and literacy instructor of adult African refugees, in order to understand both what it means to be a qualified instructor, and also how community-based volunteer instructors may become more qualified. The study’s findings suggest that Carolyn’s qualifications are a combination of personal dispositions, such as cultural sensitivity, and professional behaviors, including self-education, seeking mentoring and outside expertise, and purposeful reflection on her teaching. Several implications for supporting community-based volunteer literacy and ESL instructors emerge from these findings.

Journal: Community Literacy Journal
Published: 2013-04-01
DOI: 10.25148/clj.7.2.009347
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Topics: teacher development qualitative research multilingual writers literacy studies
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Becoming Qualified to Teach Low-literate Refugees: A Case Study of One Volunteer Instructor

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