Service-Learning as a Pedagogy to Promote the Content, Cross-Cultural, and Language-Learning of ESL Students

Heuser, Linda

doi:10.18806/tesl.v17i1.880

Cited by 26 publications

(33 citation statements)

References 15 publications

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“…In other publications, ESOL students have been included as part of a larger group such as students in developmental classes or students in special education (Crossman & Kite, ; Hutchinson, ; Wurr, ; Yoder, Retish, & Wade, ). In still other studies, the service‐learning projects were of a short duration, ranging from 1 weekend to an 8‐week course (Cummings, ; Elwell & Bean, ; Heuser, ; Minor, ; Yoder et al, ). In addition, Whittig and Hale () have noticed “little focus on student voice, experience, and perspective” in the research that does exist (p. 382).…”

Section: Background Literaturementioning

confidence: 99%

Adult ESOL Students and Service‐Learning: Voices, Experiences, and Perspectives

Bippus

Eslami

2013

TESOL Journal

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This multiple‐case study examined the unique perspectives of six adult English for speakers of other languages (ESOL) students who participated as the givers of a service in a semester‐long service learning community college ESOL course. Their ages ranged from 19 to 45 and they hailed from five different countries (Colombia, Mexico, South Korea, Venezuela, and Vietnam). This study focused on the students' perspectives regarding their oral communication skills, and specific examples have been drawn from sources such as student journals, reflection papers, projects, semistructured interviews, and personal observations. The benefits identified by the participants include becoming more active learners, developing an appreciation of learning in an authentic atmosphere, and gaining self‐confidence. Challenges overcome include language barriers and feelings of fear and incompetence.

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Section: Background Literaturementioning

confidence: 99%

Adult ESOL Students and Service‐Learning: Voices, Experiences, and Perspectives

Bippus

Eslami

2013

TESOL Journal

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“…Email: sunyc@mail.nctu.edu.tw Service learning has been implemented in foreign language curricula by language teachers. For example, in Heuser's (1999) study, English as a Second Language (ESL) Japanese learners in the USA provided services to social work institutions in the community, such as a homeless shelter and youth centers. In addition to taking an English course to learn language skills, students took a sociology course as a part of service learning.…”

Section: Introductionmentioning

confidence: 99%

I help, therefore, I learn: service learning on Web 2.0 in an EFL speaking class

Sun

Yang

2013

Computer Assisted Language Learning

104

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The present study integrates service learning into English as a Foreign Language (EFL) speaking class using Web 2.0 tools -YouTube and Facebook -as platforms. Fourteen undergraduate students participated in the study. The purpose of the servicelearning project was to link service learning with oral communication training in an EFL speaking class by having each student create two YouTube videos in which they made informative presentations about the university (e.g., transportation system) and the city (e.g., sightseeing spots) in English to international students on campus. A Facebook community was established as a forum for students to share their videos with the international students and peers. The results suggest that the project enhanced EFL students' public speaking-related skills (e.g., idea and content development, and pronunciation), built their confidence in speaking English, and allowed them to develop their own learning process and strategies. Moreover, Web 2.0 tools endow service learning with new possibilities of reaching a greater number of the target audience and provide the members of the community with alternative means of communication.

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“…Then, they were asked to write a letter to a friend to describe their experience to a friend as they applied the theories they went over in their discussion. Heuser (1999) asserts that "a service-learning model boosted students' motivation, because they could apply language and content knowledge to their actions in testing whether their experiences had supported or contradicted what they had learned in class" (p. 67)."…”

Section: Literature Reviewmentioning

confidence: 99%

Service-learning as a Useful Supplement to Intensive English Programs

Douglas¹

2017

JLTR

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Abstract-This paper looks at the effects of service-learning on an Intensive English program. It examines English language participants at a community college who engaged in different service-learning projects over the course of one semester. Students found that service-learning helped them improve their English skills, increased their confidence when interacting with native English speakers, and gave them a rewarding experience of helping others. This paper argues that a service-learning component to English language learning curricula promotes enhanced language acquisition, as students are able to produce and receive authentic language outside the class while performing real-world tasks with meaningful purposes.Index Terms-ESL, English as a second language learning, service-learning, academic English, intensive English programs, community service

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Service-Learning as a Pedagogy to Promote the Content, Cross-Cultural, and Language-Learning of ESL Students

Cited by 26 publications

References 15 publications

Adult ESOL Students and Service‐Learning: Voices, Experiences, and Perspectives

Adult ESOL Students and Service‐Learning: Voices, Experiences, and Perspectives

I help, therefore, I learn: service learning on Web 2.0 in an EFL speaking class

Service-learning as a Useful Supplement to Intensive English Programs

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