This article aims to elucidate the challenges faced by volunteer language teachers engaged in teaching Ukrainian refugees displaced by war in Europe, drawing from my experience as a methodologist in a volunteer language teaching project. Through an exploration of the most prevalent issues encountered by these educators, I will also propose effective solutions to address them.
Background information
Samantha Smith’s Group comprises a substantial cohort of volunteer language teachers, predominantly of Slavic origin or possessing proficiency in Russian and/or Ukrainian as their first language, alongside a contingent of other English speakers. Notably, this diverse group encompasses individuals with . . .
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