One Stone, Two Birds: Maximizing Service Learning Outcomes through TESOL Practicum

Autor/in	Yang, Ping
Titel	One Stone, Two Birds: Maximizing Service Learning Outcomes through TESOL Practicum
Quelle	In: English Language Teaching, 7 (2014) 5, S.120-127 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Instruction; Masters Programs; Language Teachers; Foreign Countries; Graduate Students; Majors (Students); Service Learning; Critical Thinking; Reflection; Intercultural Communication; Reports; Group Discussion; Electronic Mail; Grounded Theory; Coding; Practicums; Australia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Magister course; Magisterstudiengang; Language teacher; Sprachunterricht; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Service-Learning; Kritisches Denken; Interkulturelle Kommunikation; Abschlussbericht; Berichten; Gruppendiskussion; Elektronischer Briefkasten; Codierung; Programmierung; Practicum; Praktikum; Praktika; Australien
Abstract	This paper examines a good practice for service learning that has been implemented for years in TESOL Internship, a professional unit for students doing Master of Arts (MA) in Teaching English to Speakers of Other Languages (TESOL) at a major university in Australia. The author has investigated and identified three key features of a good practice in service learning, including critical reflection, community engagement and intercultural communication, which are evidenced in student service learning in various English language centres in Great Western Sydney. Data are collected from student reports, supervising teachers' reports and comments, weekly workshop discussions and emails. Using constructivist grounded theory (Glaser & Strauss, 1967), the author conducts thematic analysis to code the data, categorizes them into key themes for critical analysis. The results show that during their practicum period TESOL student teachers critically reflect on their observation experience and participate in curriculum-relevant and extra-curriculum activities, particularly their own teaching practices drawing on relevant TESOL theories and communicating with their peers and mentors. Furthermore they come to understand local communities better as they are actively engaged in interacting with members of local communities. Finally their intercultural awareness is enhanced through regular and active intercultural communication with people of diverse language and cultural backgrounds. Opportunities and challenges for good service learning practices are also discussed. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01