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Bilingual, Multilingual, and Multicultural Education Commons™
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Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
I Learned More From Them Than They Did From Me: Shifting From Deficit To Asset-Based Perspectives In Service-Learning, Sandra Rodriguez-Arroyo
I Learned More From Them Than They Did From Me: Shifting From Deficit To Asset-Based Perspectives In Service-Learning, Sandra Rodriguez-Arroyo
Scholarship of Metropolitan Mission
Research is presented on a Conceptual Model for Cultural Engagement (CMCE) service-learning course for inservice teachers. The teachers worked with tweens from a non-profit youth organization to showcase their Latino community. Research data reveals that the course did implement the CMCE, emphasizing asset-based perspectives of the youth and their communities.
Preparing Linguistically Responsive Teachers: Why Service-Learning Is Such A Good Idea, Sandra Rodriguez-Arroyo
Preparing Linguistically Responsive Teachers: Why Service-Learning Is Such A Good Idea, Sandra Rodriguez-Arroyo
Scholarship of Metropolitan Mission
Research data will be presented on a service-learning experience through which teacher candidates (TCs) worked with ELLs from a local middle school. Even though TCs expressed concerns on their ability to communicate with the ELLs and their families, they engaged with them and confronted their own perceived barriers. TCs learned to overcome the communication barrier to implement quality academic experiences and in the process developed caring relationships with ELLs.
Is Service-Learning The Answer? Preparing Teacher Candidates To Work With Ells Through Service-Learning Experiences, Sandra Rodriguez-Arroyo
Is Service-Learning The Answer? Preparing Teacher Candidates To Work With Ells Through Service-Learning Experiences, Sandra Rodriguez-Arroyo
Scholarship of Metropolitan Mission
In an effort to address the gaps in preparing teacher candidates (TCs) to work with English Language Learners (ELLs), service-learning experiences (SLE) were integrated into two courses within a teacher education program. This exploratory case study sought to explore the outcomes of teacher candidates (TCs) engaged in SLE with diverse students and families, particularly ELLs. Content analysis of students’ reflections provided insights of the impact of the SLE. Findings indicate that participating in service-learning with ELLs provides opportunities for TCs to engage in positive interactions that help to address misconceptions about students, families, and communities. TCs also began to confront …