Service Learning: Preparing Teachers to Understand Better Culturally and Linguistically Diverse Learners

Autor/in	Amaro-Jimenez, Carla
Titel	Service Learning: Preparing Teachers to Understand Better Culturally and Linguistically Diverse Learners
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 38 (2012) 2, S.211-213 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
Schlagwörter	English (Second Language); Public Libraries; Second Language Learning; Service Learning; Elementary Secondary Education; Teacher Education; Cultural Differences; Program Descriptions; After School Programs; Urban Areas; Teacher Certification; Student Diversity + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Public library; Stadtbücherei; Öffentliche Bibliothek; Zweitsprachenerwerb; Service-Learning; Lehrerausbildung; Lehrerbildung; Kultureller Unterschied; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Urban area; Stadtregion
Abstract	Very large numbers of students for whom English is not their native language attend public school classrooms in the USA every year. It is estimated that there are currently about 5.3 million English learners in K-12 grades (National Clearinghouse for English Language Acquisition 2011). While teacher preparation programmes are required to prepare teachers to understand and work with diverse learners, many are ill-equipped to work with these children from diverse linguistic and cultural backgrounds, as evidenced by Gandara, Maxwell-Jolly, and Driscoll (2005). Systematic field-based experiences are needed for pre-service teachers to experience implementing culturally sensitive and relevant practices (e.g. Ladson-Billings 1995) and to work directly with culturally and linguistically diverse students before they enter the teaching profession. This article describes a service learning project which was developed in conjunction with a free, after-school programme run by a public library in a large urban city in the Southwest USA. The project aimed both to prepare the pre-service teachers earning their teaching certification with real-world application of concepts learned and to meet the needs present in the community. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10