Service-Learning and Foreign-Language Teacher Education

Abstract

Jonathan Arries (William and Mary) and Gresilda Tilley-Lubbs (Virginia Polytechnic Institute and State University) facilitated a workshop at the AATSP Annual Meeting in Chicago in July 2003. The objectives were fourfold: to enable teachers involved in Foreign-Language Teacher-Education Programs to (1) gain an understanding of service-learning in teacher-education programs; (2) explore the implications of service-learning as an assessment tool for the ACTFL/NCATE review for accreditation of teacher-education programs; (3) investigate the possibilities of incorporating service-learning as a means of meeting the National Standards in Foreign Language programs K-12, and (4) examine various service-learning models in existing programs. In July 2003,39 million Hispanics became the largest minority in the United States (Census 2000), increasing the likelihood that pre-service teachers will encounter classrooms in which Hispanic children will be included. Therefore, service-learning projects situated in the Hispanic community not only provide an opportunity to link foreign-language education programs to com munity needs; they also provide a means of giving pre-service teachers a firsthand understanding of the community and its culture. The facilitators presented the rationale for and history of service-learning, integrated with sharing about the programs they have established in their respective schools. Both programs are based on critical theory and issues of social justice, creating a transformative experience for the students. The workshop then divided into small groups in which participants discussed their own experiences in teaching. They shared with each other their early years as teachers, focusing on their reactions to diverse populations in the classroom. After sharing with each other, they described their partners' experiences to the larger group, leading to a discussion of the power of authentic community service integrated with academic outcomes (Erickson and Anderson) in the preparation of pre-service teachers. The discussion that followed was framed in the precept that service-learning instills a commitment to social responsibility, social change, and social justice (Cochran-Smith). Partici pating in a service-learning program situated in the Latino community nurtures the valuing of the knowledge and interests, cultural and linguistic resources children bring to school (cf. Cochran Smith; Freir?; Greenberg and Moll). It helps pre-service teachers understand the influences that shape students, such as language, culture, ability, family, and community (cf. Smylie, Bay, and Tozer). Tilley-Lubbs shared research that suggests that teacher education programs consider a new paradigm incorporating service-learning to foster an understanding of diversity, attention to service, concern for social justice, knowledge of the subject area, and development of critical thinking skills (Tilley-Lubbs). To provide models of existing service-learning programs, Arries and Tilley-Lubbs described their own programs (Arries; Tilley-Lubbs). Arries presented the program in which he accompanies a group of students to the Eastern Shore of Virginia for a month. During that time, the students interpret for the migrant workers at the Health Department, providing services for a