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CALL in Service-Learning: Innovations to Foster Second Language Development

CALL in Service-Learning: Innovations to Foster Second Language Development

Seth E. Cervantes, Kerry Chow, Sumino Otsuji
Copyright: © 2021 |Pages: 26
ISBN13: 9781799866091|ISBN10: 1799866092|EISBN13: 9781799866114
DOI: 10.4018/978-1-7998-6609-1.ch009
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MLA

Cervantes, Seth E., et al. "CALL in Service-Learning: Innovations to Foster Second Language Development." CALL Theory Applications for Online TESOL Education, edited by Kenneth B. Kelch, et al., IGI Global, 2021, pp. 203-228. https://doi.org/10.4018/978-1-7998-6609-1.ch009

APA

Cervantes, S. E., Chow, K., & Otsuji, S. (2021). CALL in Service-Learning: Innovations to Foster Second Language Development. In K. Kelch, P. Byun, S. Safavi, & S. Cervantes (Eds.), CALL Theory Applications for Online TESOL Education (pp. 203-228). IGI Global. https://doi.org/10.4018/978-1-7998-6609-1.ch009

Chicago

Cervantes, Seth E., Kerry Chow, and Sumino Otsuji. "CALL in Service-Learning: Innovations to Foster Second Language Development." In CALL Theory Applications for Online TESOL Education, edited by Kenneth B. Kelch, et al., 203-228. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6609-1.ch009

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Abstract

Results from second language acquisition (SLA) research have shown that an L2 is best acquired when learners have opportunities to use L2 grammar and vocabulary in a manner that is meaningful and relevant to their lived lives. One promising approach to L2 instruction that appears to achieve this end is service-learning. As service-learning is an emerging field of study, there is a need for descriptions on how CALL-based technology can be implemented and evaluated in a service-learning classroom. The first part of this chapter describes service-learning and how CALL-based technology is used to achieve service and learning objectives and TESOL CALL standards. The second part of this chapter describes five CALL-based activities used by service-learning instructors to help their students meaningfully engage with each other and the content. The third part concludes the chapter by offering advice on how teachers could effectively implement CALL-based technology in service-learning classes.

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