Fostering volunteer ESL teacher identity through reflection on apprenticeship of observation

Abstract

Many adult English language learners in the United States are taught by volunteer teachers in community‐based programs. These volunteers bring a variety of experience and expertise into the classroom and great enthusiasm for teaching and care for their students. However, many do not have background in language education. Professional development for such teachers needs to offer opportunities to reflect on self‐perception and evolving teacher identity in addition to teaching methods and classroom practices. This article discusses how conscious understanding of apprenticeship of observation can help volunteer teachers make explicit connections between their experiences as learners, current view of themselves as language teachers, and their teaching practices. The article outlines three activities that lead participants through a series of reflections that progress from describing their teaching beliefs, values, and practices; identifying most memorable teaching acts in their own learning (apprenticeship of observation); and connecting these teaching acts with volunteers’ current teaching approaches.