The Value of Service-Learning in L2 Teacher Preparation

Lindahl, Kristen; Tomaš, Zuzana; Farrelly, Raichle; Krulatz, Anna

doi:10.4018/978-1-6684-3877-0.ch074

Cited by 2 publications

(2 citation statements)

References 16 publications

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“…The assignment also aligns with our university's emphasis on experiential learning and community engagement, both of which parallel a growing interest in service-learning in teacher education and language teaching (Lindahl, Toma s, Farrelly, & Krulatz, 2018;Rauschert & Byram, 2017). For those students who rarely venture outside their families or ethnolinguistic communities, the assignment might encourage them to explore new aspects of Toronto and learn about-even visit, in person-the NGOs they would research.…”

Section: Brianmentioning

confidence: 97%

Teaching the Nation(s): A Duoethnography on Affect and Citizenship in a Content‐Based EAP Program

Morgan

Ahmed

2023

TESOL Quarterly

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The plurality of nation in this title foregrounds the challenge of teaching a geopolitical entity whose survival depends on building emotional ties of belonging. These ties can be problematic in diverse societies in which collective identities compete for recognition. In Canada, nationhood tied to language and culture is claimed by French‐speaking Quebecers; it is also invoked by many Western‐Canadian politicians to express a growing alienation from Eastern Canada's perceived socio‐economic dominance. In Canada's constitution, the term First Nations represents the indigenous peoples who are the country's original inhabitants. In this context, teaching the nation(s) is indeed challenging. In response, the authors adopt duoethnography as both research methodology and pedagogy in their content‐based English for Academic Purposes (EAP) courses. They first explore their experiences and emotional attachments to nationhood, reflecting on their influences on teaching around language and citizenship. They then provide two EAP assignments as examples: The first is a course assignment in which students critically examine hyphenated national identities through duoethnographic inquiry. The second is called the Get Involved project, which examines service learning and citizenship. Both examples demonstrate the importance of critical affective literacies to expand the pedagogical repertoires of EAP teachers and students in a time of resurgent nationalism.

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Section: Brianmentioning

confidence: 97%

Teaching the Nation(s): A Duoethnography on Affect and Citizenship in a Content‐Based EAP Program

Morgan

Ahmed

2023

TESOL Quarterly

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“…Despite this being ten percent of all school-aged children, there is a lack of training on this unique population among mainstream pre-service teachers (Education Commission of the States, 2014; Gándara & Santibañez, 2016;Leider et al, 2021). The mainstream pre-service teachers' training on ELs varies greatly from state to state (Lopez et al, 2013;Samson & Collins, 2012) and uses a variety of strategies to help pre-service teachers gain the knowledge and skills needed in this area, ranging from instruction on English linguistics (Lucas et al, 2008;Gándara & Santibañez, 2016;Okhremtchouk & Sellu, 2019), the use of field experiences in classrooms or communities (Hildenbrand, 2015;Bollin et al, 2007;Tinkler, 2019;Lindahl, 2022), to specific classroom assignments like guided reflection (Markos, 2012;Sugimoto et al 2017).…”

Section: Introductionmentioning

confidence: 99%

Using Mind Maps to Identify Meaning-Making about ELs in Pre-Service Teachers

Reinhardt,

Denney

2023

INTESOLJ

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The purpose of this research was to examine the use of mind-mapping as a classroom strategy for identifying and assessing the knowledge base of pre-service teachers as they prepare to work with English Learners (ELs) in mainstream classrooms. Using mind maps, the study identified the pre-service teachers’ knowledge base on ELs at the beginning of a 3-week service-learning course and in what areas they were able to grow. Using an action research framework and thematic analysis of the phrases written on mind maps, researchers were able to identify eleven themes prioritized by the pre-service teachers. Analysis of the mind maps revealed that pre-service teachers grew in ways that developed their knowledge of 1) supporting ELs through specific classroom strategies, 2) building awareness of and appreciating cultural diversity, 3) approaching language learning with an asset-oriented mindset, and 4) gaining a basic understanding of second language acquisition. The study found that mind maps are a helpful tool for identifying what pre-service teachers find meaningful about working with ELs as well as a source for data to inform teacher educators as they design and implement curriculum and experiences in teacher preparation that focus on ELs. Key Words: Mind Maps, Teacher Preparation, English Learners

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The Value of Service-Learning in L2 Teacher Preparation

Cited by 2 publications

References 16 publications

Teaching the Nation(s): A Duoethnography on Affect and Citizenship in a Content‐Based EAP Program

Teaching the Nation(s): A Duoethnography on Affect and Citizenship in a Content‐Based EAP Program

Using Mind Maps to Identify Meaning-Making about ELs in Pre-Service Teachers

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