Reciprocal Learning for Preservice Teachers and English Language Learners Through a Service-Learning Project

• In Event: Sheraton Roundtable Session 24
  In Roundtable Session: Preservice Teachers' Positionality With Culturally and Linguistically Diverse Students

Abstract

The purpose of the study was to demonstrate an exemplary service-learning project that provided pre-service teachers with real-life opportunities to engage with English Language Learners (ELLs) as well as to serve ELLs’ needs in a meaningful and authentic context. Grounded in Vygotskian sociocultural theoretical perspective on teacher learning (Johnson, 2009; 2015), this study examined pre-service teachers’ service-learning experience. Four pre-service teachers participated in a-10-week-after-school program offered for local ELLs. Facilitated by the course instructor, writing expert, and local ESL teachers, the teacher candidates supported the ELLs to improve their argumentative writing skills. Through guided reflection, the participating teacher candidates became consciously aware of the ELLs’ unique needs and built confidence as professionals.

Authors

• Ozge Yol, Binghamton University - SUNY

• Hoe Kyeung Kim, Binghamton University - SUNY