“I couldn’t have come in-person”
Empowering Displaced Voices Through Online Zoom English Teaching for Ukrainian Refugees
Bibliographic Data
| ID | 21206166 |
|---|---|
| Authors | Rebecca Allen (0000-0003-0044-2047, Mount St. Joseph University, corresponding author), Olena Holub (Mount St. Joseph University), Angel Snider (Mount St. Joseph University), Brook Batch (0000-0002-8315-3971, Mount St. Joseph University), Alex Nakonechnyi (0000-0002-1756-2136, Mount St. Joseph University) |
| Year | 2025 |
| Publication date | 2025-10-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Review of Qualitative Research (JOURNAL) |
| Journal identifiers | ISSN: 1940-8447 • E-ISSN: 1940-8455 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/19408447251388003 |
| OpenAlex | W4414943891 |
| Language | EN |
| References cited | 38 |
We, a team of U.S.-born academics, a Ukrainian insider, and student volunteers, have started an online English as a Second or Other Language program for Ukrainian refugees. Over the course of this 18-month action research (AR) project, we conducted a survey, two sets of interviews, and maintained reflective journals. Working in circumstances rife with instability and trauma presents no easy solutions. Our aim was to harness online modalities to truly meet learners’ needs in ways that traditional programs may not. In this report, we reflectively share our experiences, potentially benefiting others who seek to meet the needs of displaced persons. This article specifically addresses challenges in learner persistence, program staffing, curricula, and logistical communication. We invite others to include community insiders in their research projects, suggesting that such inclusion can bridge communication gaps and share stakeholder perspectives deeply yet respectfully. We also remind readers that participation is a spectrum and that online modalities may enable the formation of more sustainable communities in ways not possible otherwise. Through this article, we hope to encourage dialogue about and consideration of the needs and participation of displaced stakeholders in new, deep, and practical ways
Displaced person · Modalities · Outreach · Refugee · Stakeholder · Ukrainian · Education and experiences of immigrants and refugees · Higher Education Learning Practices · Ideological and Political Education
The Encyclopedia of Applied Linguistics
Participatory Research Methods – Choice Points in the Research Process
Composite actors as participant protection
How is Action Research Being Used in Computer Science? A Review
Partnering with insiders
Emergent Target Language Identities Among Latino English Language Learners
You can’t have a good integration when you don’t have a good communication’
Low-educated immigrants and the social relevance of second language acquisition research
Understanding adult education in community contexts
Gigification of English Language Instructor Work in Higher Education
When immigration is trauma
Using thematic analysis in psychology
Transforming Inquiry and Action
Action Research Journal’s seven quality choicepoints for action oriented research for transformations
What is good action research
Power and positionality
Situated Learning
Lessons Learnt
| Citation velocity | historical |
|---|---|
| Highly cited | No |