English Ministry Volunteers

Why teach English to our Peruvian pastors and leaders?

To cultivate a bilingual missions organization

  1. Ministry
    To help our Peruvian pastors develop personal connections with American partners and occasionally participate in mission activities in the US. Furthermore, knowing English opens up trove of theological and pastoral resources that are not currently available in Spanish.

  2. Cultural exchange
    Teaching English fosters exchange between the Trujillo community and overseas cultures, promoting mutual understanding. Interacting with others broadens perspectives and builds intercultural skills.

  3. Professional and Christ-like Reputation
    Strengthens our work. Delivering valued English classes increases our visibility and reputation as a trusted, international missions organization. Establishing strong community relationships also helps identify additional ways we could serve the community.

Would you consider volunteering your time to help our Peruvian pastors and leaders?

Types of English Volunteers:

Volunteer A: Daily English Audio Review

  • Minimum Commitment: 1 month (30 days of review)

  • English students will upload 5-7 minutes of audio (100%) English to OneDrive

  • Volunteers will follow a guide for leaving feedback on pronunciation, grammar, and fluidity.

  • Please fill out interest form

Volunteer B: English Conversation Partner

  • Minimum Commitment: Two hours of conversation per month (four 30-minute conversations)

  • Volunteers will be English speaking partners for students. (Every student is required to have at least one 30-minute conversation per week during the program.)

  • Volunteers will not need to prepare and will have a guide to aid students in speaking.

  • Please fill out interest form

Details

Start Date: October 16, 2023
End Date: December 23, 2023
Please refer all questions to Tito: english@perumission.org

Scheduling

  1. All volunteers fill out a google form with their availability

    1. Type A: What start and end date are you available to review recordings

    2. Type B: What hours and days of the week are you available to help with English conversations (30 minute conversations)

Requirements to assist:

  1. Internet

  2. Ability or desire to learn how to use Microsoft Teams / OneDrive

  3. Access to a computer with capabilities for video call / teleconference
    (For Volunteer Type B)

  4. Ability to type and listen to recording from phone or laptop. (For Volunteer Type A)

Volunteer A Example

Review a 5-10 minute English audio from a student

Sample Transcript:
“In today’s video, the speaker, Jason, spoke about ‘pet peeves’. He said XYZ. I also have pet peeves like Jason. My pet peeves are XYZ. I think I got the pet peeve of dirty kitchen from my mom because she never allowed us to have a dirty kitchen…”

Volunteer will leave 3 comments on the audio file via Microsoft OneDrive

  1. Pronunciation improvement

    1. What words can be pronounced more accurately

  2. Grammar / Fluency feedback

    1. What idea could have been explained more smoothly

  3. Compliments / Positive reinforcement

    1. List out at least 3 ways the student communicated well

    2. Potential ideas

      1. Correct vocab usage

      2. Pace

      3. Filler words

Volunteer B Example

Principles

  • The student should do 70-80% of the talking

  • Don’t correct everything, but try to correct most important errors

    • If students mispronounces word multiple times, correct them after the sentence

    • If students uses wrong word, at least write down and let them know after

  • Encourage students to ask questions in English

  • Ask student to give personal opinions on topic

    • “That’s interesting, what do you think about … <owning pets  /  forgiveness  /  role of the son in a family>?

  • Lead by example, share a personal story and then ask for theirs

    • The more the student has opportunities to share personal story, the better

  • Repeat what you said at a slower pace if the student looks confused.

  • Ask questions to understand where the student got lost.

Sequence

  1. Open up with a prayer for the student. This allows student to hear prayer in English.

  2. Ask how the student is doing, ask what they did this week.

  3. Ask what content the student has been consuming in English

  4. Pick a story in the bible, have student shadow the volunteer and repeat verse after verse

    1. Student asks questions

    2. Student summarizes in English.

  5. Ask student personal questions related to story