Preservice Teachers Working with English Language Learners: A Meta-Synthesis of Service-Learning as an Effective Pedagogical Tool

Autor/in	Toronyi, Anita
Titel	Preservice Teachers Working with English Language Learners: A Meta-Synthesis of Service-Learning as an Effective Pedagogical Tool
Quelle	In: Journal of Service-Learning in Higher Education, 11 (2020), S.41-63 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-6685
Schlagwörter	Meta Analysis; Service Learning; English Language Learners; School Community Relationship; Teaching Methods; Research Reports; Cultural Capital; Preservice Teachers; Culturally Relevant Education; Teaching Experience; Relevance (Education); Preservice Teacher Education; Foreign Countries; Knowledge Base for Teaching; Immigrants; Canada + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Service-Learning; Teaching method; Lehrmethode; Unterrichtsmethode; Research report; Forschungsbericht; Relevance; Relevanz; Lehramtsstudiengang; Lehrerausbildung; Ausland; Teaching theory; Theory of teaching; Unterrichtstheorie; Immigrant; Immigrantin; Immigranten; Kanada
Abstract	Service-learning (SL) has been validated throughout many studies as a productive experience to encourage relationship building between institutions and the community with measurable results. The aim of this meta-synthesis is to identify the underlying principles that promote SL in higher education with English Language Learners (ELLs) as a successful pedagogical tool. After the thorough examination of 12 research articles that focused on the experiences of preservice teachers (PSTs) with ELLs, five synthesized findings have surfaced: "heightened teacher awareness," "recognition of cultural capital," "reciprocity of the SL experience," "the importance of linguistically relevant teaching (LRT)," and "the power of authenticity." The data not only solidify the relevance SL with ELLs as a pedagogical tool, but also raise awareness regarding the significance of exposing all PSTs to such experiences in order to prepare them for the mainstream classrooms of the 21st century. (As Provided).
Anmerkungen	University of Louisiana System. 1201 North Third Street Suite 7-300. Baton Rouge, LA 70802. Tel: 337-482-1015; Fax: 337-482-5374; e-mail: service@louisiana.edu; Web site: http://journals.sfu.ca/jslhe/index.php/jslhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01