During my first two weeks volunteering at CARAS, I mainly supported English and reading sessions with young refugee students. These early weeks gave me the chance to get to know the learners, understand their different levels of English, and start experimenting with ways to help them feel more confident in class. 

In the English sessions, the focus was on building vocabulary and sentence structures through interactive activities. In Week 1, the theme was opposites, which provided a useful way for students to connect new words with concepts they already knew. Activities such as matching opposite pairs, filling in word graphs, and writing short sentences helped reinforce understanding. Some students found listening and speaking particularly challenging compared to writing, so I often supported them by pronouncing words slowly, encouraging repetition, and asking simple follow-up questions. I noticed that students often remained silent not because of disinterest but because they were carefully thinking — something that reminded me to give them enough time before stepping in.

Week 2’s English session invited students to imagine: “If I ruled the world …” This activity encouraged creative thinking and provided space to practice new vocabulary in a meaningful context. Learners wrote or drew their visions, ranging from wanting less war to having more peace and joy in the world. It was inspiring to see how their hopes and imaginations came through in another language, despite their limited vocabulary. These moments showed me that language learning can be a tool for self-expression as much as communication.

The reading sessions across these two weeks highlighted the different paces of progress among students. In Week 1, I read with Ali, a complete beginner. We worked on picture books like Handa’s Surprise, focusing on repeating simple words and linking them to images of fruits and animals. He often relied on translation tools for longer sentences but showed strong engagement, especially when asked about his likes and dislikes related to the stories. In Week 2, I worked with Samir and Omar. Samir already had good reading fluency and pronunciation, but needed help with comprehension, so I supported him in understanding new words. Omar, on the other hand, was just beginning. We practiced breaking words into sounds, and although he struggled with pronunciation, his determination was impressive — he repeated even difficult words like “covering” until he got them right.

Reflecting on these first two weeks, I realized how varied the needs of each learner are and how important it is to adjust my approach for each individual. Beginners like Ali and Omar required patience, constant encouragement, and creative strategies such as pointing to pictures or acting out meanings. More advanced learners like Samir benefited from gentle prompts that guided them toward deeper understanding rather than just pronunciation. Across all levels, I learned that positive reinforcement made a huge difference: students lit up when praised for their efforts, no matter how small.

Overall, my first weeks at CARAS taught me two key lessons. First, creating a safe and supportive environment matters just as much as teaching the language itself. Second, the students’ resilience and motivation to learn reminded me that language is not just about grammar or vocabulary — it is a bridge to belonging and self-expression. These realizations gave me both encouragement and direction for the weeks ahead.

For confidentiality, the names of students mentioned have been changed.