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Many community-based English language learning programs rely on volunteers to lead classes. While some of these volunteers have some teacher training, the majority are not professional educators. The question of how non-professionals understand what constitutes facilitation of language learning in an adult education context remains underexplored. This paper presents the findings of a small-scale study conducted within a community-based language learning program with four volunteer facilitators.doi:10.14288/bctj.v5i1.314 fatcat:jqlnhgycrjhm5lt2e5yeb44txi