Abstract
This study explores the impact of a service-learning project with English Learners (ELs) on the instructional, conceptual, and emotional development of teacher candidates. Participants are pre-service teachers who work with ELs enrolled in elementary schools in Texas through a partnership with the Community in Schools (CIS) organization. The participants’ reflective journals provided qualitative evidence of the field experience and the students’ in-class discussions and projects. A qualitative analysis indicated four themes related to instruction techniques and emotional development from these field experiences: (1) the modified strategies can facilitate students’ comprehension, (2) the domains of languages, (3) increased confidence and empathy, and (4) reshape thinking about ESL education. Overall, the preservice teachers gained an understanding of academic challenges ELs faced, developed respect for language and culture, and felt confident to implement different strategies to teach children from diverse backgrounds.
Recommended Citation
Wu, H. (2024). Teacher Candidates’ Service-Learning with English Learners. Journal of English Learner Education. (16)1.
Retrieved from https://stars.library.ucf.edu/jele/vol16/iss1/3
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Methods Commons, Elementary Education Commons
