Canadian English teachers: Volunteering to teach their mother tongue in a foreign country
DOI:
https://doi.org/10.18192/olbiwp.v7i0.1361Keywords:
Teaching experiences, English as a second language, Volunteering and Teaching, Volunteer teachersAbstract
In order to increase English language proficiency in Chile, native English speakers are recruited to work as volunteer teachers. This qualitative study explores the ESL teaching experiences of 10 Canadian volunteers who worked in Chilean public schools. Data was collected through closed- and open-ended surveys applied before teaching and one-on-one interviews after eight months. This study is situated within the literature on volunteering and English language teaching (ELT); in addition, socioconstructivist and experiential lenses were adopted, based on Vygotsky and Dewey respectively. The results showed that when volunteer teachers
recalled their experiences teaching English abroad, they acknowledged the importance of student motivation, use of the mother tongue, the feeling of frustration, interaction with EFL students, previous experiences, teaching strategies, and views about English language teaching.
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