Abstract
This article describes a case study of a service‐learning project connected to a TESOL (teaching English to speakers of other languages) teacher preparation program. The case study explored the teacher candidates' experiences teaching English to Karen refugees from Myanmar (Burma) in a midwestern city in the United States. The teacher candidates' interviews and written reflections demonstrated that the service‐learning experiences contributed to their academic and personal development and enhanced their academic knowledge, civic responsibility, and personal growth. This study demonstrated that service learning is a powerful experience that can enrich a TESOL program by engaging teacher candidates and the community they serve in a mutually beneficial way.
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