Social connectedness in a community-based language and culture programme
Voices of volunteer tutors
Bibliographic Data
| ID | 12113043 |
|---|---|
| Authors | Ann Dashwood (0000-0002-7311-3765, University of Southern Queensland), Jeong‐Bae Son (0000-0001-5346-5483, University of Southern Queensland, corresponding author), Sang-Soon Park (0000-0003-2560-3425, UniSQ College, University of Southern Queensland, Toowoomba, Australia) |
| Year | 2023 |
| Volume | 36 |
| Issue | 4 |
| Pages | 457-470 |
| Publication date | 2023-07-09 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Culture and Curriculum (JOURNAL) |
| Journal identifiers | ISSN: 0790-8318 • E-ISSN: 1747-7573 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/07908318.2023.2232391 |
| OpenAlex | W4383682469 |
| Language | EN |
| Citations received | 2 |
| References cited | 17 |
This article explores the roles of local volunteers in developing social connectedness among culturally and linguistically diverse (CALD) parents seeking to gain English language and cultural confidence in a regional community in Queensland, Australia. Interview data from a case study of nine non-specialist tutor volunteers identified characteristics of their interactions with the CALD parents during informal language learning sessions. This case study analyses characteristics of the types of interactions reported by the volunteers teaching English and Australian Culture to a group of CALD adults. The nine interviewees had not completed formal TESOL qualifications at the time they engaged in the informal language learning sessions. Their reported perceptions highlight the range of ways in which social connectedness emerged during contextualised dialogic sessions in a regional community English learning setting. The study found that the volunteers’ common interest in advancing a sense of parents’ social connectedness accompanied an increased confidence using English in the safe learning space that the volunteers created. The results of the study advocate an outcomes-based dialogic approach to support the expressed social connectedness needs of newcomers into a regional community
Dialogic · Medical education · Pedagogy · Social connectedness · Sociology · TUTOR · Medicine · Parental Involvement in Education · Psychology · Service-Learning and Community Engagement · Social Capital and Networks · Social Psychology
The Dialogic Imagination
Explaining the dialogic processes of teaching and learning
Integration through participation
Retaining Skilled Migrants in Regional Australia
Refugees Connecting with a New Country through Community Food Gardening
Promoting appreciation of cultural diversity and inclusion with the Stephanie Alexander Kitchen Garden Program
The value(s) of volunteering
One size fits all? What counts as quality practice in (reflexive) thematic analysis
Volunteering in a School Kitchen Garden Program
Recognising the value of volunteers in performing and supporting leadership in rural communities
Who are the future volunteers in rural places? Understanding the demographic and background characteristics of non-retired rural volunteers, why they volunteer and their future migration intentions
Developing dialogic teaching
Using thematic analysis in psychology
Understanding and assessing the motivations of volunteers
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |