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“Give me a path to follow”: A Deweyan inquiry into training volunteer EAL tutors of adult refugees
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In: Theses: Doctorates and Masters (2022)
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Abstract:
Volunteer English as an additional language (EAL) tutors working through adult community education (ACE) organisations play a key role in the development of adult refugee literacy and language skills in Australia. There are few requirements to work as an EAL volunteer tutor (VT), other than fluency in English. Yet refugee learners are known to have complex learning problems potentially resulting from their pre-migratory experiences. However, as the ACE sector is unregulated, provision for training VTs is uncoordinated, with many VTs receiving little or no training. Available training has largely been found to be ineffective and to support ideologies that potentially disempower refugees. As a consequence of inadequate training, VTs may be unprepared to understand or meet the needs of their refugee learners. This impacts on VT practices and motivation as well as refugee learning outcomes and settlement experiences. To date there has been very little research investigating how to support the learning and teaching of VTs through training or the impact of training on VT thinking and behaviour. Research reported herein investigates the impact of implementing a contextualised training program for VTs, considering both its impact on tutor thinking and behaviour, and its appropriateness for the learning community. A Deweyan pragmatic inquiry was conducted, using a mixed-methods approach to collect and analyse data in the form of interviews, questionnaires and focus groups. Participants were volunteer EAL tutors working in ACE organisations in the Perth metropolitan area. Interview data were used to design a training program using a transformative instructional approach. The training program was evaluated using sequenced questionnaires and a focus group. Data were analysed using a feminist-poststructuralist lens. This research investigated the roles that both the content taught, and the strategies used to implement the training program played in changing tutor thinking and behaviour. The appropriateness of the training program content was investigated through the interviews and the focus group. Findings suggest that EAL VTs who teach refugees and asylum seekers may face many challenges due to a poverty of knowledge and skills. Additionally, organisations may struggle to meet the needs of their refugee learners, due to a lack of funding and unawareness of culturally and educationally appropriate practices for teaching refugees. Though this investigation was limited in scale the results suggest that training VTs in andragogic, culturally responsive, critical and educationally up-to-date practices for teaching EAL and literacy, and using a contextualised approach to planning training can lead to positive changes in VTs’ thinking and behaviour, potentially benefiting their learners. This research has implications for ACE organisations interested in supporting volunteer learning and teaching, and in promoting equitable and democratic refugee education.
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Keyword:
adult education; EAL pedagogy; Education; Refugee studies; transformative learning; volunteering
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URL: https://ro.ecu.edu.au/theses/2496
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| 2 |
TRANSFORMATIVE LEARNING THROUGH ORAL NARRATIVE IN A PARTICIPATORY COMMUNICATION CONTEXT: AN INQUIRY INTO RADIO DRAMA-BASED TRAINING AMONG ZAMBIAN CAREGIVERS OF ABUSED AND EXPLOITED CHILDREN
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In: Theses and Dissertations--Communication (2022)
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Talking with ‘Others’ Experiences and perspective transformation in a short-term study abroad program
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Engaging Ethnic-Diverse Students: A Research Based on Culturally Responsive Teaching for Roma-Gypsy Students
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In: Education Sciences ; Volume 11 ; Issue 11 (2021)
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| 5 |
Investigating Global Englishes-oriented teacher development through the lens of transformative learning theory: A study of South Korean elementary EFL teachers’ experiences ...
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Choi, Ko Un. - : Apollo - University of Cambridge Repository, 2021
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Engaging Ethnic-Diverse Students: A Research Based on Culturally Responsive Teaching for Roma-Gypsy Students
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| 7 |
Global Citizenship Education and Heritage Preservation of Host National Students in GCC International Bilingual Schools
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In: The Organizational Improvement Plan at Western University (2021)
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case study of Turkish pre-service teachers of English in an international exchange program: ELF and WE perspectives
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 435-457 (2021) (2021)
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Transforming our perspectives as language professionals during COVID-19
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Crane, Cori. - : University of Hawaii National Foreign Language Resource Center, 2020. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2020
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| 11 |
Toward a Culturally Inclusive Canon of Multimodal Picture Books: Developing Multiliteracies Practices and Assessments for Ontario’s Classrooms
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In: Major Papers (2020)
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| 12 |
Transformative Travelling: Psychological Impact of Study Abroad Experiences
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Cristofolini, Flavia; Chirico, Alice (orcid:0000-0002-4587-0232); Gaggioli, Andrea (orcid:0000-0001-7818-7598). - : Proceedings of the 13th International Transformative Learning Conference - Teachers' College - Columbia University New York, 2019. : country:USA, 2019. : place:New York, 2019
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An Honors Student Walks into a Classroom: Inviting the Whole Student into our Classes
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In: Journal of the National Collegiate Honors Council --Online Archive (2019)
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The Importance of Voice and the Power of Narrative: Developing a Workshop for Sign Language Interpreters
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2019)
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| 15 |
The Power of Transformation: A Grounded Theory Study of Cultivating Teacher Growth Mindset towards Student Intelligence
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In: Doctoral Dissertations and Projects (2018)
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Teachers' Perspectives of Participation in an International Immersion Experience
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Becoming learners across contexts: Kosovo postgraduate students’ transformative study abroad experiences in the UK
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| 18 |
Practical Implementation of Transformative Learning in the Adult English as a Second Language Classroom
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| 19 |
The Fear In/Of The Closet: Coming Out in the Classroom from the Perspective of Two Queer Male Secondary Teachers
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| 20 |
Governance of Transformations towards Sustainable Water, Food and Energy Supply Systems - Facilitating Sustainability Innovations through Multi-Level Learning Processes
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