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LEADERSHIP UPDATES
LETTER FROM THE CHAIR
Faridah Pawan, Indiana University, Bloomington, Indiana, USA
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LETTER FROM THE GUEST EDITORS

Nikki Ashcraft, University of Missouri, Columbia, Missouri, USA
Brock Brady, US Peace Corps, Washington, DC, USA

Special issue on the development of volunteer teachers in community-based settings and international development work. Read More
ARTICLES
AN EXPLORATION OF THE PEACE CORPS TEFL VOLUNTEER TRAINING PROGRAM
Abel Sekoubaou, U.S. Peace Corps, Cotonou, Benin

This article explores the Peace Corps TEFL volunteer training elements through the lens of the TEFL Certificate Program, a program of 120 hours of training and two years of supervised teaching experience. The benefits of the program for both volunteers and the agency are demonstrated. Read More

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LEARNING TO TEACH LANGUAGE AS SOCIAL PRACTICE: CONCEPT-BASED PROFESSIONAL DEVELOPMENT FOR ADULT ESL VOLUNTEERS
Nicolas Doyle, The Pennsylvania State University, University Park, Pennsylvania, USA

This article shares how a Vygotskian concept-based model of professional development helped to promote the development of pedagogically sound, agentive, and adaptive language teaching practices among volunteers in a community-based adult ESL context. The article documents how this model re-oriented the focus of volunteer training and shares feedback from volunteers. Read More

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LEARNING FROM VOLUNTEER EXPERIENCES DURING THE COVID-19 PANDEMIC LOCKDOWN

Susan Dawson, Gary Motteram, and Richard Fay, Manchester Institute of Education, Manchester, England
Andres Mora and Francesco Leoni, Caritas Refugee Education Project, Manchester, England

This article explores the experiences of six volunteer teachers working with refugees and asylum seekers when teaching was moved online as a result of the COVID-19 pandemic. It shows how volunteers’ well-being, technological skills and personal pride increased and finishes with specific recommendations for developing volunteers in online teaching contexts. Read More

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THE SUPERVISION OF VOLUNTEERS

Sophie Johnstone and Linda Ulrich, Merton Home Tutors, London, United Kingdom

This article is based on the authors’ experiences of supervising volunteer teachers in the ESL sector. It offers details on training and support and describes the mutuality of the supervisor/volunteer relationship. The article highlights the tension involved in the supervisory role and points to the importance of this role in providing a professional image of volunteer ESL support to both learners and educators. Read More

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COMMUNITIES OF PRACTICE
PROVIDING A SPACE FOR VOLUNTEER CONNECTIONS AND LEARNING

Debbie Goldman and Rachel Fuchs, Intercambio Uniting Communities, Boulder, Colorado, USA

Creating communities of practice where volunteer teachers, both locally and across the country, learn from each other is at the core of Intercambio Uniting Communities’ mission. Through virtual and live trainings and informal gatherings, we offer many opportunities for mutual learning. Read More

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SUPPORTING COMMUNITIES OF PRACTICE AMONG VOLUNTEER TEACHERS
Kanyankole Rukundo, U.S. Peace Corps, Kigali, Rwanda

U.S. Peace Corps staff in Rwanda facilitate the development of communities of practice among local teachers, school-based mentors, and Peace Corps volunteers working together in Rwandan primary and secondary schools. Read More

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ANNOUNCEMENTS
  • TEIS Open Meeting (Teacher of the Year as special guest): Friday, 26 March, 6-7pm ET.
  • Academic Session: ID_1873: Research trends in online language teaching and teacher education. (Prerecorded Presentation & Live Q&A on Saturday, March 27th, 3:00-4:15pm ET).
  • TEIS-K-12 Intersection: ID_1501: Preparing Educators for Family Engagement with Bilingual Families
  • TEIS & SSDIS Intersection: ID_1917: Preparing Teachers to Support Learners with Specific Learning Disabilities
  • Election results: James Whiting (Chair Elect Elect); Khanh Duc Kuttig (Co-Editor); Amber Warren (Community & Social Media Manager) Congratulations!

 
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