Teaching and Tutoring Adult Emergent Readers with Refugee Backgrounds: Implementing a Training Program for Community Volunteers

Abstract

This study examines the implementation of a two-day training intervention for community volunteer teachers and tutors of adult emergent readers from refugee backgrounds. The volunteer teachers participating in this research typically had no previous training or education in working in literacy education and with adult second language learners. After describing the creation and implementation of the training, the study reports the results of surveys of trainees regarding perceived usefulness of various components of the training. Implications of this data and recommendations for best training practices are discussed, along with recommendations for future research.