This article describes the results of a Service-Learning collaboration initiative between several community partners and two teacher preparation programs (i.e., bilingual education and middle level education) at a large, urban university in the Southwest. We draw on data collected from a total of 77 teacher candidates (38 in bilingual education and 39 in middle level education) who were enrolled in a course focusing on methods of literacy instruction for ELL. The manuscript focuses on the impact that participating in Service-Learning had on teacher candidates’ personal, professional, and academic experiences as they worked with ELL as part of their teacher preparation coursework.
Amaro-Jiménez, Carla and Winter, Kim K.
"“Textbooks Come Alive:” Engaging Teacher Candidates in Service-Learning to Enhance Their Learning about English Language Learners,"
TAPESTRY: Vol. 5
, Article 2.
Available at: https://stars.library.ucf.edu/tapestry/vol5/iss2/2
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