Teachers’ Reflections on Their First Experience with Volunteer-Involved Language Classes

Abstract

The present study analyses interviews with two experienced teachers following a semester of teaching a volunteer-involved Japanese language class. The findings indicate that, while teachers valued volunteers’ contributions, they faced challenges such as increased complexity in classroom interpersonal relationships, shifts in teachers’ roles, and viewing volunteers as benefactors. These difficulties and experiences prompted the introspection, leading to a re-evaluation of their pedagogical practices and their personal beliefs. The study demonstrates the need for support systems to assist educators who navigate the challenges when managing volunteer-involved classrooms for the first time.