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Service-Learning as a Means for Preparing Preservice Teachers to Work With English Language Learners

Service-Learning as a Means for Preparing Preservice Teachers to Work With English Language Learners

Hyesun Cho, Debby J. Adams
Copyright: © 2018 |Pages: 20
ISBN13: 9781522540410|ISBN10: 1522540415|EISBN13: 9781522540427
DOI: 10.4018/978-1-5225-4041-0.ch004
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MLA

Cho, Hyesun, and Debby J. Adams. "Service-Learning as a Means for Preparing Preservice Teachers to Work With English Language Learners." Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, edited by Tynisha D. Meidl and Margaret-Mary Sulentic Dowell, IGI Global, 2018, pp. 59-78. https://doi.org/10.4018/978-1-5225-4041-0.ch004

APA

Cho, H. & Adams, D. J. (2018). Service-Learning as a Means for Preparing Preservice Teachers to Work With English Language Learners. In T. Meidl & M. Sulentic Dowell (Eds.), Handbook of Research on Service-Learning Initiatives in Teacher Education Programs (pp. 59-78). IGI Global. https://doi.org/10.4018/978-1-5225-4041-0.ch004

Chicago

Cho, Hyesun, and Debby J. Adams. "Service-Learning as a Means for Preparing Preservice Teachers to Work With English Language Learners." In Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, edited by Tynisha D. Meidl and Margaret-Mary Sulentic Dowell, 59-78. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-4041-0.ch004

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Abstract

This chapter explores ways in which preservice content-area teachers were engaged in service-learning as part of a teaching English to speakers of other languages (TESOL) methods course at a public research university in the U.S. Midwest. It describes the reflections of 26 undergraduate students majoring in English Language Arts, Math, Science, Foreign Languages, and Social Studies Education, who were involved in service-learning as a medial field experience. Findings reveal that the experience contributed tremendously to their understanding of the backgrounds of English language learners as well as the challenges these learners faced in and out of school. As a result of this “eye-opening” experience, teacher candidates reported a commitment to valuing diversity and equity in their future classrooms, as well as a responsibility to advocate for their culturally and linguistically diverse learners. The chapter concludes with suggestions for implementing service-learning for preservice teachers across content areas in a teacher education program.

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