The Value of Service-Learning in L2 Teacher Preparation

Author:

Lindahl Kristen M.1,Tomas Zuzana2,Farrelly Raichle3,Krulatz Anna4ORCID

Affiliation:

1. The University of Texas at San Antonio, USA

2. Eastern Michigan University, USA

3. University of Colorado Boulder, USA

4. Norwegian University of Science and Technology, Norway

Abstract

Service-learning (SL) constitutes a particularly effective vehicle for engaging pre-service teachers with ELs during their university-level coursework, mostly due to the nature of SL that addresses the potential cultural and linguistic mismatch between teachers and learners in today's school systems by encouraging future educators to engage with the communities of their students long before they enter the teaching profession. This chapter describes four cases that demonstrate how second language (L2) teacher education programs utilize service-learning (SL) to engage pre-service teachers in diverse cultural and linguistic contexts through the lens of pedagogy of particularity. Each case presents four consistent key principles of service-learning: course content, community collaboration, integrated assignments that guide student engagement, and reflective practices that culminate the SL experience.

Publisher

IGI Global

Reference47 articles.

1. Critical Hip-Hop Language Pedagogies: Combat, Consciousness, and the Cultural Politics of Communication

2. Beare, K. (2017). How many people learn English. Retrieved from https://www.thoughtco.com/how-many-people-learn-english-globally-1210367

3. Carnegie Classifications. (2016). The Carnegie Classifications of Institutions of Higher Education. Retrieved from http://carnegieclassifications.iu.edu/

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