ESL Curriculum with a Heuristic Anchorage: Tokenist Discourses and the Epistemology of Community Service Education

Autor/in	Chandrasoma, Ranamukalage
Titel	ESL Curriculum with a Heuristic Anchorage: Tokenist Discourses and the Epistemology of Community Service Education
Quelle	In: Curriculum Journal, 33 (2022) 1, S.126-144 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chandrasoma, Ranamukalage)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1002/curj.133
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Service Learning; Developing Nations; Secondary School Students; Grade 10; Case Studies; Writing Instruction; Teaching Methods; Heuristics; Disadvantaged; Teacher Student Relationship; Educational Resources; Curriculum; Politics of Education; Educational Benefits; Foreign Countries; Epistemology; Sri Lanka + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Service-Learning; Developing country; Developing countries; Entwicklungsland; Sekundarschüler; Case study; Fallstudie; Case Study; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Heuristik; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsmittel; Curricula; Lehrplan; Rahmenplan; Educational policy; Bildungspolitik; Bildungsertrag; Ausland; Erkenntnistheorie; Ceylon
Abstract	Community service education (CSE) in developing countries still remains under-represented in research. Addressing this gap, this article reports a study that investigated a CSE activity at a secondary school in Sri Lanka. The participants of this study comprised 10 English as a second language (ESL) teachers from four secondary schools, 68 Grade 10 students from a secondary school located in a semi-urban area and the author as participant observer. Based on this qualitative case study in the context of ESL writing pedagogy, the article conceptualises the epistemology of CSE in terms of four dimensions: experiential learning, knowledge/skills application, community participation and critical judgement. It also emphasises the futility of tokenist discourses and suggests that an ESL curriculum needs to have a heuristic orientation in CSE not as a mere extra-curricular exercise but as a mandatory component of social interaction where mutually constitutive benefits for students, teachers and the community are foregrounded. This article highlights how the student writer participants in this study were disadvantaged as a result of tokenist discourses and their teachers demoralised due to an inadequate grasp of the epistemology of CSE, curricular deficiencies, politically driven constraints and poorly resourced classrooms. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01