Language and community: using service learning to reconfigure the multicultural classroom

Fitzgerald, Colleen M.

doi:10.1080/09500780802510159

Cited by 34 publications

(35 citation statements)

References 4 publications

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“…These findings have informed our proposal for a model of reflective learning outlined in the latter section of this paper, which prioritises the pedagogic field. Moon (2004) advocates the use of reflective journals, logs and portfolios, similar to those described by Barney and Mackinlay (2010), Carrington and Selva (2010) and Fitzgerald (2009). She also proffers a comprehensive list of ideas that are intended to help learners understand how to learn or write reflectively.…”

Section: Approaches To Reflectionmentioning

confidence: 96%

“…Barney and Mackinlay suggest that exploring the relations of power through dialogue with self is a powerful way to deal with complicated and 'messy' issues around race and identity. Carrington and Selva (2010) and Fitzgerald (2009) also describe the use of reflective journals that focus on diversity and identity in higher education courses. Both papers report on service learning programmes that 246…”

Section: Approaches To Reflectionmentioning

confidence: 97%

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Theorising a model for teaching and assessing reflective learning in higher education

Ryan

2013

Higher Education Research & Development

252

159

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The importance of reflection in higher education and across disciplinary fields is widely recognised and it is generally included in university graduate attributes, professional standards and programme objectives. Furthermore, reflection is commonly embedded into assessment requirements in higher education subjects, often without necessary scaffolding or clear expectations for students. Despite the rhetoric around the importance of reflection for ongoing learning, there is scant literature on any systematic, developmental approach to teaching reflective learning across higher education programmes/courses. Given that professional or academic reflection is not intuitive, and requires specific pedagogic intervention to do well, a programme/course-wide approach is essential. This paper draws on current literature to theorise a new, transferable and customisable model for teaching and assessing reflective learning across higher education, which foregrounds and explains the pedagogic field of higher education as a multidimensional space. We argue that explicit and strategic pedagogic intervention, supported by dynamic resources, is necessary for successful, broad-scale approaches to reflection in higher education.

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Section: Approaches To Reflectionmentioning

confidence: 96%

Section: Approaches To Reflectionmentioning

confidence: 97%

Theorising a model for teaching and assessing reflective learning in higher education

Ryan

2013

Higher Education Research & Development

252

159

View full text Add to dashboard Cite

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“…There is much evidence of how the approach improves not just students' language skills, but also their cultural acquisition (Hellebrandt et al 2003). In the cultural field, CBL can effectively tackle issues of diversity and multiculturalism (Fitzgerald 2009) In their article they claim that 'While the requirements are demanding for all parties, the rewards, both short-term and long-term, make it worthwhile because CSL [Community Service Learning] allows for maximizing the methodological principles of language teaching: communicative language use in authentic situations, understanding of cultures different than one's own, connections to other disciplines and access to new knowledge, comparisons among languages and cultures, and engagement with communities.' (Abbott and Lear 2009, 323) Much of this research is descriptive in its approach but when a more empirical, quantitative analysis is used, the results are similarly positive.…”

Section: Community Based Learning and Languages -Effects On Studentsmentioning

confidence: 99%

Beyond the four walls: community-based learning and languages

O'Connor

2012

The Language Learning Journal

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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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“…Findings in language teacher education research show the positive impact of service-learning projects on increasing pre-service teacher awareness of their own assumptions about teaching and learning (Fitzgerald, 2009;Hagan, 2004). Specifically, service-learning can help pre-service language teachers improve their ability to teach and to effectively address issues related to education and society faced by English language learners (Rodríguez, 2013;Uzum et al, 2014).…”

Section: Language Teacher Education and Service-learningmentioning

confidence: 99%

E-Service-Learning and Teacher Education: A Case Study of Experimental Education

Farina¹

2018

Proceedings of the 6th Creatives Cities, Orlando 2018

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Language and community: using service learning to reconfigure the multicultural classroom

Cited by 34 publications

References 4 publications

Theorising a model for teaching and assessing reflective learning in higher education

Theorising a model for teaching and assessing reflective learning in higher education

Beyond the four walls: community-based learning and languages

E-Service-Learning and Teacher Education: A Case Study of Experimental Education

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