Beyond the four walls: community-based learning and languages

Abstract

At a time when languages in universities are under pressure, Community Based Learning language courses can have many positive benefits: they can increase interest in language learning and they can foster greater engagement with learning, encouraging active learning, creativity, and teamwork. These courses which link the classroom and the community help address needs in the community; make languages more visible, and share resources. By giving students the opportunity to engage in practical work, their transferrable skills are enhanced. The gap between the university and community is closed and positive attitudes towards language learning are fostered. This paper examines research into Community Based Learning and languages courses and the effect that the approach has on students. Using an example of such a course in NUI Galway, the author gives voice to the student experience of a CBL course and its impact on their motivation, their style of learning and their attitudes towards language learning. Finally, a template for the introduction of such a course is proposed which guides instructors through the central elements in the design, implementation and evaluation of a CBL course.

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“…Apart from academic enhancement, the peer-tutoring service aided them in developing effective teacher dispositions, interpersonal communication skills and a strong sense of social responsibility. In terms of the personal growth gains, the present research confirmed the findings of prior studies, in which compassion, patience, tolerance and diligence were shortlisted as core values, and confidence, empathy, self-awareness and commitment as key competencies to develop as a result of service-learning (Ash & Clayton, 2004;Barnes & Caprino, 2016;Carver, 1997;Cone, 2012;D'Rozario et al, 2012;Eyler & Giles, 1999;Eyler et al, 1996;He & Prater, 2014;Hildebrandt, 2014;McFadden et al, 2002;Moely et al, 2002;Molee et al, 2010;O'Connor, 2012;Pak, 2013;Schelbe et al, 2014;Simons & Cleary, 2006).…”

“…As demonstrated by their greater reliance on foundational knowledge and application in their comments, the peer-tutoring service enhanced their understanding of the subject matter, enabled them to put it into practice in realistic situations, and stimulated critical thinking in peer groups. On the academic learning front, the current research corroborated the findings of many earlier studies, which emphasised the facilitating influence of academically-based community service on the real-life application of the specialised knowledge and job skills trainees have merely encountered in the comfort zone of their university classrooms (Ash & Clayton, 2004;Barnes & Caprino, 2016;Butcher et al, 2003;Carver, 1997;Chupp & Joseph, 2010;Cone, 2012;Dodd & Lilly, 2000;D'Rozario et al, 2012;Eyler & Giles, 1999;Eyler et al, 1996;He & Prater, 2014;Hildebrandt, 2014;Kistler & Crosby, 2014;Litke, 2002;Molee, Henry, Sessa & McKinney-Prupis, 2010;O'Connor, 2012;Pak, 2013;Petersen, 2007;Schelbe et al, 2014;Simons & Cleary, 2006).…”

“…Instead of an academically-unrelated, and otherwise unrewarding task, these STs were engaged in a more meaningful type of service, which helped foster more positive attitudes to the course itself. Numerous studies spanning almost two decades showed that preservice teachers expressed increased appreciation, enjoyment, interest and amazement at the amount of their own learning from their community partners, when the service-learning project addressed their teacher education coursework (Barnes & Caprino, 2016;Chupp & Joseph, 2010;Cone, 2012;Dodd & Lilly, 2000;Donahue et al, 2003;Hallman & Burdick, 2011;O'Connor, 2012;Pak, 2013;Simons & Cleary, 2006;Wade, 1997). But for the obvious link between the selected site and undergraduate courses, this service-learning project might have proved ineffective or even counterproductive (Chupp & Joseph, 2010).…”

“…It provided a safe space for the STs to play about with different teaching approaches, see for themselves their usefulness and practicality, and to finally formulate personal practical theories about what it takes to teach effectively, and how to keep it going. Past researchers, too, regarded service-learning as a conduit through which naive trainees were socialised into their future profession, and identified similar reflective practices, where they developed working understandings of professional knowledge (Barnes & Caprino, 2016;Carver, 1997;Eyler & Giles, 1999;Hallman & Burdick, 2011;He & Prater, 2014;Hildebrandt, 2014;Kistler & Crosby, 2014;McFadden et al, 2002;O'Connor, 2012;Petersen, 2007;Schelbe et al, 2014;Simons & Cleary, 2006).…”

“…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.…”