From parcipant to volunteer and beyond


One of the most excing dimensions has been seeing former learners become volunteers on the programme, promong a further increase in their confidence and belonging. Oen the intermediate learners who come to a class in their local faith or community centre do not perceive themselves as having anything to offer others. This percepon can be broken down through different degrees of volunteering encouraged by the programme. Taking full responsibility for the class takes a measure of confidence and commitment. However, mentored by more experienced volunteers, different roles within the class can build confidence and skills. Former learners have been able to get alongside other learners – interpreng, demonstrang acvies and facilitang small groups, which has significantly enhanced the ability of Creave English to support mixed ability learners. They have also supported with administrave tasks, room set-­‐up and catering.


Lead facilitators who idenfy learners who would benefit from further personal development are important in this process, encouraging learners to aend the Creave English training, where appropriate. Kavita, for example, had studied IT in English at university in India, so her knowledge of English was excellent. However, in pracce, she was totally lacking in confidence to speak to people and only went out of her house once a week. When she became a volunteer teaching assistant in a London class, however, her self-­‐esteem soared. Another volunteer facilitator in Dagenham described how she had asked a member of her group to consider volunteering, as the number of beginners meant the class itself was a bit basic for her: ‘I could not have predicted the level of enthusiasm with which she greeted the invitaon! It has made me realise how powerful it is to show someone that you have faith in them’ (Creave English Alliance 2015b).


You don’t have to have perfect English to be able to help someone else. While learners’ confidence and fluency in English connues to develop in this role, they are also benefing from relaonships with others in the team and the community of wider support it offers. It’s a common concern in the voluntary sector to worry what will happen when the volunteers ‘run out’, but they won’t if people are growing into those roles through the class. In fact, those who have personal experience of the challenges learners face can be an inspiraon to new arrivals. It takes me and appropriate support and training. However, as Maria, a volunteer lead-­‐facilitator explained: 12


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