Document Type
Article
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.
Recommended Citation
Perry, Kristen H. “Becoming Qualified to Teach Low-Literate Refugees: A Case Study of One Volunteer Instructor.” Community Literacy Journal, vol. 7, no. 2, 2013, pp. 21–38, doi:10.25148/clj.7.2.009347.
