Service-Learning and Foreign-Language Teacher Education

Tilley-Lubbs, Gresilda A.

doi:10.2307/20063011

Cited by 7 publications

(3 citation statements)

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“…In both instances, projects may involve either direct or indirect student engagement with the community (e.g., Martínez & Schwartz, 2012;King de Ramírez, 2016;Ruggiero, 2017). When students are required to directly interact with community members, projects often take on the form of teaching or tutoring (e.g., McBride, 2010;Leeman et al, 2011;Rodríguez-Sabater, 2015), translating and interpreting (e.g., Martínez & Schwartz, 2012), or helping community partners execute existing service projects (e.g., Tilley-Lubbs, 2004;Martínez & Schwartz, 2012). In the case of indirect student contact with community members, projects often involve translation or other services utilizing student communication, professional, and technological skills (e.g., King de Ramírez, 2016).…”

Section: Sl Design For Hlsmentioning

confidence: 99%

Toward a framework for heritage learner service learning in languages for specific purposes

Ruggiero

2019

Rev. signos

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Building on previous research and the author's own experience, this article concerns service learning design for heritage learners in languages for specific purposes. Heritage learner prior knowledge of and identification with the culture and language of study distinguishes them from L2 learners. As a result, the distinct learning needs of heritage learners pose a challenge to language educators attempting to integrate service learning, whether in languages for specific purposes or otherwise. Yet despite the need to rethink service learning in languages for specific purposes to meet the needs of this growing student population, few studies on the subject exist. Through a survey of the relevant extant literature, the author identifies the known benefits of service learning for heritage learners and considers the implications of heritage learner needs in the design of languages for specific purposes service learning projects. Best practices identified in the literature and through the author's own experience are then used to develop a service learning framework specific to heritage learners in languages for specific purposes. Specifically, best practices observed in the literature include project and learning objectives that build on, strengthen, and expand five key areas: heritage learner previous knowledge of and identification with the culture and language; critical awareness of social and cultural issues relevant to heritage learner identity; cultural competence; heritage learner professional career goals; and heritage learner knowledge of specialized written and spoken language skills in formal and informal registers. The author concludes that an asset-based approach, evident in existing heritage learner service learning projects, is key to maximizing service learning benefits for heritage learners. Rethinking service learning in this way is significant in developing cultural and communicative competence among heritage learners in languages for specific purposes.

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Section: Sl Design For Hlsmentioning

confidence: 99%

Toward a framework for heritage learner service learning in languages for specific purposes

Ruggiero

2019

Rev. signos

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“…In some teacher education programs, service is completed in addition to the required course work. Many disciplines, such as music, science, technology and foreign languages, have implemented successful service-learning projects that provide pre-service teachers with real-world applications of what they are learning in their college courses (Barton, 2000;Michael, 2001;Pate et al, 2001;Reynolds, 2004;Tilley-Lubbs, 2004). Many teacher education programs offer a course on multicultural understanding.…”

Section: A Theoretical Foundationmentioning

confidence: 99%

Teaching in urban schools: mentoring pre‐service teachers to apply advocacy strategies

Catapano

2006

Mentoring & Tutoring: Partnership in Learning

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“…More recently, the term community engagement has been used to describe the many ways colleges and universities work beyond their walls. Community engagement has become more visible, appearing in the literature on pedagogy (Astin, Sax, & Avalos, 2000;Eyler, Giles, Stenson, & Gray, 2001;Godfrey, 1999;Madsen & Turnbull, 2006;Michaelsen, Kenderdine, Hobbs, & Frueh, 2000), accreditation criteria (Kapucu & Knox, 2013;Larson, 2008;Smith & Van Doran, 2004;Steiner & Watson, 2000), and academic research (Gujarathi & McQuade, 2002;Razzouk, Seitz, & Razkallah, 2003;Tilley-Lubbs, 2004). Additionally, in 2006, the Carnegie Foundation established the first elective classification on community engagement and has continued awarding this distinction to engaged campuses ever since.…”

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confidence: 99%

Measuring the Impact of Community Engagement: Development of the BACE Scale

Miller

McCauley

Mehta

2018

International Journal of Research on Service-Learning and Community Engagement

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While the benefits of community engagement have been discussed extensively in the academic literature, there exist few assessment tools that can measure these benefits accurately. Using descriptive research methodology, the authors developed a robust measure-the Benefits of Academic Community Engagement (BACE) scale-that assesses student perceptions of two specific benefits across multiple disciplines: personal development and social responsibility. Three studies to test and refine the new scale are discussed. In considering the limitations of the studies the authors point to opportunities for future research to determine the scale's validity across disparate settings. Results show that the instrument effectively captures student perceptions of the benefits of community engagement.

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Service-Learning and Foreign-Language Teacher Education

Cited by 7 publications

References 0 publications

Toward a framework for heritage learner service learning in languages for specific purposes

Toward a framework for heritage learner service learning in languages for specific purposes

Teaching in urban schools: mentoring pre‐service teachers to apply advocacy strategies

Measuring the Impact of Community Engagement: Development of the BACE Scale

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