English as a Second Language: Tutors Motivations and Their Consequences
MA in Sustainable Development
Refugees face many barriers when coming to a new country. Encountering a vastly different language and culture can be overwhelming but a basic understanding of these can be essential for survival. Research indicates that when learning a new language, recognition and respect for the student’s original language and culture can be a key component in being successful in the new language as well as in developing a positive self-image and successfully integrating into the new culture.
This research looks at one organization in Chicago that provides volunteer led English as a Second Language classes to newly arrived refugees. It explores how the volunteers’ motivations for volunteering affect the quality of education being provided and how a free weekend workshop can help improve the teaching skills of volunteers and lead to a less oppressive system of learning for students.
Bilingual, Multilingual, and Multicultural Education | Civic and Community Engagement | Community-Based Learning | Curriculum and Social Inquiry | Educational Sociology | First and Second Language Acquisition | Inequality and Stratification | Sociology of Culture
Puls, April-Dawn C., "English as a Second Language: Tutors Motivations and Their Consequences" (2014). Capstone Collection. 2679.
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