Service-Learning in Second Language Teaching

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1 ! Working Papers in Composition and TESOL Bookman 1! Service-Learning in Second Language Teaching Bita Bookman Indiana University of Pennsylvania Abstract Service-learning entails community service activities that are based on particular academic learning objectives and tap into students critical thinking. Few empirical studies have examined service-learning in language teaching (Hummel, 2013; Wurr, 2009). Even fewer studies have explored service-learning as a pedagogical method in teaching second language writing. This paper reviews the definition and principles of service-learning as a pedagogical method and the benefits of service-learning in particular for multilingual students. Best practices such as reflections, discussions, community partners, sustainability, and student recognition as well as ways to integrate the four language skills in service-learning courses are explored. Several benefits of service-learning for multilingual students are included, for example, authenticity, increasing students audience awareness, familiarity with different genres/rhetorical conventions, autonomy and critical thinking, language output, and personal, academic, and professional development. In addition, Dubnisky, Welch, and Wurr s (2013) three-stage model for student reflections is presented and summarized. To conclude, this paper presents several practical recommendations for developing service-learning courses, particularly second language writing or four-skill language courses.

2 Working Papers in Composition and TESOL Bookman 2! Introduction Ever since the emergence of sociocultural and critical pedagogy movements in education, service-learning has been an attractive method for closing the gap between classrooms and communities. The National Service-Learning Clearinghouse describes service-learning as, a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities (Seifer & Connors, 2007, p. 4). As outlined in this description, effective servicelearning pedagogy consists of three inseparable elements: meaningful community service, course content, and student reflections. Educators have used a number of different terms to refer to service-learning, such as community service, experiential education, community-based learning, and cooperative learning. Although service-learning may involve volunteer activities in communities, it is important to note that there is a fundamental difference between servicelearning and volunteering. While volunteerism s primary goal is serving the community, servicelearning is built upon structured activities that are mutually beneficial to students and communities. These structured activities must be related to course materials and be aligned with the learning objectives of the course. In addition, effective service-learning strikes a balance between the organization s needs and students voices as writers (Julier, Livingston, & Goldblatt, 2014). In other words, the goal of the service-learning experience should be to ensure mutual benefits for both the students and the community organization. Furthermore, it is important to differentiate service-learning from internship, in which students work to gain hands-on professional skills in their discipline.

3 Working Papers in Composition and TESOL Bookman 3! In this paper, the terms service-learning and community-based learning are used interchangeably. An overview of service-learning principles, benefits, and best practices in the context of English composition courses and integrated four-skill courses for multilingual students are presented and followed by several recommendations for designing service-learning language or composition courses. Principles of Service-Learning Service-learning as a method of teaching involves community service activities that are based on particular academic learning objectives and tap into students critical thinking. Baca (2012) states that the goal of service-learning is to apply academic objectives in specific community settings by using critical, reflective thinking while creating a sense of civic responsibility. In short, students are provided with the opportunity to enhance their classroom learning using higher level, analytical skills while meeting community needs (p. xi). In other words, service-learning promotes academic learning objectives, critical thinking, and social awareness and responsibility. Ingredients of Service-Learning Reflections. Reflection is an integral part of community-based learning (Baca 2012; Julier et al., 2014; Sax, 1997). Baca (2012) warns, The problem arises when students do not see a clear connection or, in fact, no connection exists between the service they are providing and the course for which they are doing service-learning. When this happens, service-learning has then become pure volunteerism (p. xiii). In effective service-learning, students engage in making connections between their coursework and their community service work by reflecting on their

4 Working Papers in Composition and TESOL Bookman 4! course s learning objectives as well as on their community work. Additionally, through journals and/or regular discussions, they demonstrate their understanding of the connection. In order for reflections to be meaningful and transformational, Dubnisky, Welch, and Wurr (2012) recommend a 3-stage model. At stage one, students express their experiences and personal feelings about service-learning and their service experience. At the second stage, students report and reflect on the experience of those they encounter and serve in their service experience. At the third level of reflection, students demonstrate an awareness of systemic or cultural variables (Dubnisky et al., 2012, p. 162), such as political, cultural, and social factors that are embedded in community issues. As a part of the third level, students also explain how they would apply the knowledge they gained to similar future circumstances. Through such systemic reflections, instructors not only can assess students abilities to connect their service experience to the course s academic objectives, but also can assess the students understanding of the human, social, and political elements of issues at hand. Group discussions. Sax (1997) suggests that an important component of service-learning is student discussions. Through discussions, students can share their reflections with the class, give the instructor a progress report, and process their service-learning experience. Regular discussions can be integrated into the course by either oral discourse in the classroom or by written or audio posts on an online forum. If a course management system is provided by the institution, instructors can set up discussion boards to facilitate online group discussions. As a weekly assignment, students can post an initial reflection in text or audio format, and respond to several other students posts. As an alternative, students can create individual podcasts and record regular episodes. Oral discussions, whether in class or on audio discussion boards, are

5 Working Papers in Composition and TESOL Bookman 5! especially beneficial for multilingual students because of the increased opportunity to speak in the target language. Students and the instructor can work together and create a discussion rubric that can be used for self- and peer-assessment, as well as for the final evaluation of an assignment. Integrated language skills. In an integrated-skills language course, learning objectives include all four linguistic abilities: reading, writing, speaking, and listening. Service-learning as a pedagogical approach can provide opportunities for students to practice all four skills. For reading, the instructor can assign texts that are related to the academic content and the social issue(s) students face in the communities they serve. To increase students autonomy, their familiarity with library research tools, and their ability to find and evaluate texts, students can be tasked with finding several texts that are relevant to their area of service. Once reading is established as a regular assignment, writing can be integrated into the course based on the readings. The students can write and summarize the texts they read, evaluate the authors opinions, and reflect on their service experience in reflective journals or academic essays. In particular, writing about and for communities (Deans, 2000) exposes students to different writing genres and rhetorical conventions. To integrate speaking, students can engage in oral discussions in class and complete some of their reflections in audio format online, for example, via audio posts or student-generated podcasts. Listening practice is provided to students through lectures and videos related to the course objectives, listening to class discussions, and participating in community organizations. In short, service-learning provides an ideal setting for a four-skill integrated curriculum.

6 Working Papers in Composition and TESOL Bookman 6! Community partner. Bacon (1997) states that community-based writing courses can benefit from a community representative partner who can offer students insight and help evaluate the students progress. To implement this, instructors should work with community partners to identify a community representative who can mentor students and help assess the students performance. Effective approaches include involving the community representative in developing learning objectives, tasks, and assessment measures for evaluating the students community work. Opportunities on campus. Community organizations that are in partnership with the institution as well as communities that students are already committed to can be used as a platform for designing service-learning courses. However, opportunities for community service may exist within the institution s campus as well. For example, Cheryl Hofstetter Duffy implemented service-learning in a freshman writing course by having her students pair up with international students on campus, practice note-taking and interview skills, and then write academic papers on their experience interacting with the international students (as cited in Julier et al., 2014, p. 58). Similarly, Julier et al. (2014) describe an on-campus service activity, Safe Walk Project at Michigan State University, in which students created advertising materials and helped recruit volunteers for the project. These two service-learning activities exemplify instances in which service-learning can be implemented using resources on campus. Sustainability. Sustainability has been emphasized in literature as an important aspect of community-based learning (Julier et al., 2014). Sustainability of the community work and the continuity in partnership between the institution and community organizations are increased when service-learning courses become a permanent part of programs and are offered during all

7 Working Papers in Composition and TESOL Bookman 7! academic terms. In addition, students should be encouraged to maintain their community service beyond the course and be acknowledged for their continued service, as discussed below. Recognition. In their Comprehensive Action Plan for Service-Learning, Bringle and Hatcher (1996) emphasize the importance of acknowledging and rewarding students involvement in service-learning. Recognizing students who actively participate in servicelearning helps increase student motivation, which is a critical factor in the success of servicelearning courses. Students can be recognized by internal and external publicity, reward scholarships, nominations for service awards, and indicating the service-learning experiences on their academic transcripts (Bringle & Hatcher, 1996). Benefits of Service-Learning Service-learning has numerous benefits. First, service-learning is a learner-centered pedagogical approach that promotes student autonomy and encourages students to direct their own learning. In service-learning courses, students can be empowered to select a community organization and the kind of community activities they would like to engage in. Accordingly, a service-learning curriculum takes into account students personal and academic goals. Servicelearning facilitates student empowerment as students actively participate in identifying learning objectives, outline ways to achieve them, and increase their knowledge of social issues (Sax, 1997). Second, service-learning provides a platform for authentic activities. In language instructions, authenticity involves tasks that represent real-world communications and help students communicate more effectively with target language users outside the classroom. Service-learning allows students to engage in real-world tasks by working with individuals in

8 Working Papers in Composition and TESOL Bookman 8! communities outside the classroom. This makes service-learning especially useful for multilingual students who are learning English as an additional language. Grabois claims that service-learning diminishes the classroom as the primary place of learning, and establishes an environment where authentic interaction is not a pedagogical goal, but rather a social reality (as cited in Hummel, 2013, p. 68). Similarly, in the context of college composition, Heilker (1997) asserts, Writing teachers need to relocate the where of composition instruction outside the academic classroom because the classroom does not and cannot offer students real rhetorical situations in which to understand writing as social action (p. 71). He argues that academic classrooms lack content, or the right social discourse, to engage students in meaningful writing. A study by Wurr (2009) compared the perception of native and non-native students about service-learning and found that while both groups responded positively to service-learning, the non-native group found it especially useful, as they were eager for opportunities to interact with, and learn more about, American people and society (p. 178). Community-based writing is an excellent opportunity to expose students to various realworld rhetorical contexts. Deans (2000) offers three models for service-learning in writing courses writing for community, writing about community, and writing with community. Each of these models entails a unique writing convention and provides different directions for writing assignments in a service-learning course. For example, in writing for community, students can assist organizations with communication and marketing, such as producing newsletters, brochures, websites, and blogs. In writing about community organizations, students can investigate a systemic social issue and write about how the mission and initiatives of the organization address the social issue. For instance, an assignment can consist of writing a

9 Working Papers in Composition and TESOL Bookman 9! historical narrative of the organization, analyzing how the organization s mission statement sets goals for new and existing initiatives, and introducing the organization s key staff members and their roles in achieving the organization s mission. Writing with community organization involves tasks that students complete in collaboration with community organizations. An example would be students working with community representatives to prepare and edit grant proposals or annual reports. Each of the tasks above is an authentic writing activity characterized by a specific composition model that requires students awareness of different genres, audiences, purposes, and rhetorical conventions. In addition to authenticity, community-based tasks that involve writing for different purposes tap into and increase students critical thinking. Bacon (1997, 2000) claims that writing in more than one genre, context, or for different audiences facilitates critical thinking. She affirms, [I]f students write in more than one genre, in more than one rhetorical context, they have access to a comparative view of discourse-which is an essential step toward a critical view (Bacon, 2000, p. 606). In other words, by increasing students awareness of different genres, audience needs, and rhetorical conventions, instructors can help develop students critical thinking skills. Therefore, service-learning as a platform for various writing tasks is a perfect setting to strengthen students critical thinking skills. Increased language output is another benefit of service-learning for multilingual learners. Today, as a result of the communicative language learning and teaching movement, it is widely believed that language output is a critical catalyst for language acquisition. Service-learning provides students with opportunities for language output, both inside and outside the classroom.

10 Working Papers in Composition and TESOL Bookman 10! Through reflections, class discussions, and communication with community members, students are able to engage in and practice language production. Finally, participation in service-learning has a significant impact on students personal, academic, and professional development. In a large-scale study, Sax (1997) reports that students who actively participate in service-based projects are more likely to spend more time interacting with the faculty and more likely to spend more than 20 hours a week on academic study or homework. Service-learning participants also self reported significantly higher learning outcomes in general knowledge, knowledge of a specific field, and preparation for further professional or higher studies than students who did not participate in service-learning. Sax (1997) adds that benefits of course-based service include improvement in students GPAs, writing skills, and critical thinking skills, with the most benefit being in writing skills. Recommendations Developing a service-learning course can be a daunting task, and some guidelines can be helpful to new instructors. Recent research studies, including the studies cited above, suggest considering the following principles when developing a service-learning course for multilingual students: 1. Ensure that the community activities are aligned with the course s academic learning objectives and the students voices. 2. Discuss the learning objectives with students and ensure that the connection between the course learning objectives and the community work is explicit to them. 3. Engage the students in developing student learning outcomes. Allow students to select the community and the kind of community activities they would like to participate in. When

11 Working Papers in Composition and TESOL Bookman 11! setting up course objectives and community activities, take into account students personal and academic goals. 4. Require students to regularly reflect on and demonstrate their understanding of the link between their community work and the course content. 5. Incorporate weekly readings, journal reflections, and class discussions. 6. Use the 3-stage model for reflections to ensure that students achieve a deeper understanding of communities and the embedded social, cultural, and political issues. 7. Develop and discuss with the students a scoring rubric for reflections, or create a rubric with the class, and use the rubric for self-assessments, peer-assessments, and for the final evaluation. 8. Ensure that students work on a variety of authentic writing tasks within the communities. 9. Implement assignments involving all four linguistic skills reading, writing, speaking, and listening. 10. When possible, identify a community partner who can help establish student learning outcomes, guide students in their community service, and help evaluate the students community work. Ensure mutual understanding of expectations and responsibilities of students and the community partner. Finally, when developing service-learning courses, the following questions by Julier et al. (2014) can be used as a helpful framework: What are some of the issues [the] students face in their everyday lives, and how can community work give them ways of analyzing these issues and understanding them in social, cultural, and historical contexts? What theories and practices will they need to

12 Working Papers in Composition and TESOL Bookman 12! work through practical problems? What community affiliations and relationships might serve as teaching-learning partners? (p. 66) There is a need for more research to investigate the extent to which service-learning is effective in increasing students language proficiency and cultural competence in comparison to traditional language instruction methods, the validity of using community partners to evaluate multilingual students language proficiency and learning progress, and community members perceptions of the service provided by multilingual students. I hope this paper inspires educators to implement service-learning in their courses, especially when serving multilingual students, and to pursue research studies on how service-learning by multilingual students can benefit communities.

13 Working Papers in Composition and TESOL Bookman 13! References Baca, I. (Eds.). (2012). Service-learning and writing: Paving the way for literacy(ies) through community engagement. Boston, MA: Brill. Bacon, N. (1997). Community service writing: Problems, challenges, questions. In L. Adler- Kassner, R. Crooks, & A. Watters (Eds.), Writing the community: Concepts and models for service-learning composition (pp ). Sterling, VA: American Association for Higher Education. Bacon, N. (2000). Building a swan s nest for instruction in rhetoric. College Composition and Communication, 51(4), Bringle, R. G., & Hatcher, J. A. (1996). Implementing service-learning in higher education. Journal of Higher Education, 67(2), Deans, T. (2000). Writing partnerships: Service-learning in composition. Urbana, IL: NCTE. Dubnisky, J. M., Welch, M., & Wurr, A. (2012). Composing cognition: The role of written reflection in service-learning. In I. Baca (Eds.), Service-learning and writing: Paving the way for literacy(ies) through community engagement (pp ). Boston, MA: Brill. Heilker, P. (1997). Rhetoric made real: Civic discourse and writing beyond the curriculum. In L. Adler-Kassner, R. Crooks, & A. Waters (Eds.), Writing the community: Concepts and models for service-learning in composition (pp ). Urbana, IL: American Association for Higher Education. Hummel, K. M. (2013). Target-language community involvement: Second-language linguistic self-confidence and other perceived benefits. The Canadian Modern Language Review / La Revue Canadienne Des Langues Vivantes, (69)1,

14 Working Papers in Composition and TESOL Bookman 14! Julier, L., Livingston, K., & Goldblatt, E. (2014). Community-engaged pedagogies. In Tate, G. A. R., Taggart, K. Schick, & H. B. Hessler (Eds.), A guide to composition pedagogies (2nd ed., pp ). New York, NY: Oxford University Press. Miller, J. (2014). Introducing service-learning in international student education: In response to John Eby on Why service-learning is bad. Currents in Teaching & Learning, 7(1), Sax, L. J., & Austin, A. W. (1997). The benefits of service: Evidence from undergraduates. The Educational Record, 78, Retrieved from slcehighered/38. Seifer, S. D., & Connors, K. (2007). Faculty toolkit for service-learning in higher education. Scotts Valley, CA: National Service-Learning Clearinghouse. Retrieved from Wurr, A. J. (2009). Composing cultural diversity and civic literacy: English language learners as service providers. Reflections: A Journal on Writing, Service-Learning, and Community literacy, 9(1),

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