Service-learning for students of spanish: promoting civic engagement and social justice through an exchange tutoring

Burgo, Clara

doi:10.4995/rlyla.2016.4133

Cited by 7 publications

(5 citation statements)

References 9 publications

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Section: Benefits Of Service-learningmentioning

confidence: 82%

“…There has been widespread research into the benefits of service-learning for students, which generally supports the claim that this approach positively affects linguistic and cultural skills (Brown & Purmensky, 2014;Burgo, 2016;Heuser, 1999;Jouët-Pastré & Braga, 2006;Pazmino, 2017). Furthermore, service-learning projects also create great opportunities for students to promote their values, self-worth, confidence, and motivation in using the target language, develop new perspectives, improve the relationship with the community (Burgo, 2016;Minor, 2001;O'Connor, 2012;Pazmino, 2017;Suwaed, 2018). This innovative approach, moreover, has been claimed to raise students' awareness of social problems, increase content knowledge about social issues, encourage active learning and creativity, develop communication skills, high-order thinking skills, teamwork and help reevaluate their career plans (Beckman, 1997;Jouët-Pastré & Braga, 2006;O'Connor, 2012;Pazmino, 2017;Suwaed, 2018;Warschauer & Cook, 1999).…”

Section: Benefits Of Service-learningmentioning

confidence: 82%

“…With a service component in the syllabus of a language course in their study, Brown and Purmensky (2014) found students' positive perceptions about the relationship between service-learning and the development in their linguistic and cultural competency. Service-learning is also proved to enhance students' soft skills, promote their values and self-worth, and help orient their future career choices (Burgo, 2016;Jouët-Pastré & Braga, 2006;Suwaed, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Students’ and Teachers’ Perceptions on the Impacts of Service-Learning in a Language Course

Bui¹,

Nguyen²

2021

JSSH

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Service-learning, also known as community-based learning, is considered a pedagogical tool in various disciplines at different levels, including tertiary education. It has proved its significant effects on social and academic aspects. Different institutions have incorporated service-learning in their language curricula in language education to create better exposure to the target language for learners. However, the research on the application of service-learning components in language learning has still been limited in Asia-Pacific countries, especially in Vietnam, where learners have fewer chances of serving a native community by using a target language like English. This paper reports on teachers’ and students’ perspectives on the impacts of a service-learning project incorporated in an English speaking course at a public university in Vietnam. The study used questionnaires for 117 second-year English-majored students, three focus-group discussions with 16 surveyed students, and semi-structured individual interviews with four subject teachers. The results reflect students’ positive feedback on language competence, social awareness, personal traits and soft skills. The interviews with teachers reveal the progressive changes in students’ presentation skills, self-confidence, and critical thinking skills. However, the main difficulties hindering the implementation of the project are the insufficient understanding of project procedures, the passive way of thinking, lack of financial support, and the limited exposure to English in authentic environments. This paper also brings about some practical implications for language teachers and researchers in similar educational contexts.

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Section: Benefits Of Service-learningmentioning

confidence: 82%

Section: Benefits Of Service-learningmentioning

confidence: 82%

Section: Introductionmentioning

confidence: 99%

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Students’ and Teachers’ Perceptions on the Impacts of Service-Learning in a Language Course

Bui¹,

Nguyen²

2021

JSSH

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“…In addressing the challenges faced in teaching large classes, instructors would utilize online tools which could foster instructor-student, student-student, student-content, and student-technology interactions, to reduce the feelings of isolation and disconnectedness which students often feel [6]- [8]. Hence, to connect large classrooms with on-site service, it is imperative to have continuous reflection activities, along with the service-learning course [9]. A reflection of tasks is needed for a meaningful reflection, as it is one of the critical components in servicelearning [1], [10], [11].…”

Section: Introductionmentioning

confidence: 99%

Students Engagement and Development of Generic Skills in Gamified Hybrid Service-Learning Course

Yusof

Atan

Harun

et al. 2021

Int. J. Emerg. Technol. Learn.

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Hybrid Service-Learning, an emerging trend of combining co-curriculum course embedded with service-learning instructional strategies in online settings, has increasingly gained popularity, as many service-learning educators are moving into online platforms. The ongoing COVID-19 pandemic has accentuated its needs, thus forcing education systems worldwide to find alternatives to face-to-face instructions, one of them being Hybrid Service-Learning. This has prompted many researchers to attempt utilising gamification in online courses to increase students’ engagement. The purpose of this research was to report a gamified Hybrid Service-Learning (GAMYSEL) through students’ level of engagement proposed by Schlechty, used as a data classification to compare students’ scorings in their earning of points, badges, level and leaderboards. The results of the study indicated that, the students’ levels of engagement were relatively high through Advocacy Hybrid-Service Learning approach, where majority of them achieved the Strategic Compliance and Optimal Engagement categories. The students’ generic skills were further analysed with one-way repeated measures ANOVA and it was discovered that, GAMYSEL had positive impacts in developing these skills in five stages of service-learning. Both of these findings suggest that student’s engagement and generic skills had a significant effect on students learning after the use of GAMYSEL.

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“…social studies, science, maths, literacy, early childhood, computer and special education), but also for second or foreign language learners of English, French, Spanish and Italian at different levels of proficiency (e.g. Barreneche, 2011;Burgo, 2016;Chao, 2016;Douglas, 2017;Grim, 2010;Hildebrandt, 2014;Kistler & Crosby, 2014;Morris, 2001;O'Connor, 2012;Pak, 2013), it still remains underexplored how foreign language teacher candidates can learn from and change as a result of service-learning. For this reason, the present study sought to investigate the impact of service-learning on Turkish EFL teacher candidates' underlying assumptions about foreign language teaching, their perceptions of community service, and also the academic and personal learning they derived from the given peertutoring project as demonstrated through their reflective writing.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2020

EUROPEAN J ED RES

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Despite its well-documented benefits for training a wide range of professionals, including teacher candidates in almost all content areas, the incorporation of service-learning into foreign language teacher education is relatively new, and most research only dealt with narrative accounts of non-work-related charitable activities. Consequently, this study sought to investigate the impact of the 20-hour peer-tutoring project on the teaching beliefs, community service attitudes, personal and professional development of 14 Turkish EFL teacher candidates. A comparison between their pre-and post-service metaphors revealed a conceptual shift not only in their teaching perspectives from the behaviorist to constructivist paradigm for knowledge acquisition, but also in their community partnership approaches from the unidirectional to reciprocal pattern of altruism towards their tutees. The classification of their written reflections into six types of significant learning demonstrated that despite a relatively greater focus on expressing their foundational knowledge and application practices, a more balanced distribution of learning gains was achieved between the two overarching spheres of academic learning and personal growth, when coursework engagement and multimodal reflections were co-implemented. They reported developing effective teacher dispositions, interpersonal skills and social responsibility, valued intrinsic rewards for their contributions to the youth well-being, and also appreciated the informal professional learning opportunities the peer-tutoring service offered, though without establishing their own learning agendas.

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Service-learning for students of spanish: promoting civic engagement and social justice through an exchange tutoring

Cited by 7 publications

References 9 publications

Students’ and Teachers’ Perceptions on the Impacts of Service-Learning in a Language Course

Students’ and Teachers’ Perceptions on the Impacts of Service-Learning in a Language Course

Students Engagement and Development of Generic Skills in Gamified Hybrid Service-Learning Course

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