Overview

The literature on service-learning in TESOL has developed over the last two decades to include over 50 publications in peer-reviewed journals and several edited collections. Collectively, the research to date indicates that service-learning gives English Language Learners (ELLs) insight on U.S. culture, provides authentic speaking and listening situations, enhances literacy skills, and has a positive effect on retention. When incorporated into TESOL teacher education programs, service-learning enhances pre-service teachers' understanding of ELLs, language learning theories and practices, and the communities in which they serve. Service-learning scholarship in TESOL has not only increased our collective understanding of engaged teaching and learning in diverse settings, but also demonstrates increased theoretical maturity by systematically applying empirical methods to examine a range of assorted research phenomenon. Key articles in the existing research base tell us powerful stories about language, culture, race, and nationality. They contribute to public discourse on immigration, globalization, education, and civic engagement, to name a few of the issues to which English Language Learners and their teachers can contribute. With detailed examples and case studies in K-12, Intensive English, Academic English, immigrant and adult education, and community-based programs around the world, the present volume provides the most complete discussion of best practices in TESOL service-learning research and praxis in TESOL to date.

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9781612298146

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Adrian Wurr is assistant professor of English and service-learning faculty fellow emeritus at the University of North Carolina-Greensboro, where he teaches courses in applied linguistics, composition, and English education. His research interests include Teaching English to Speakers of Other Languages (TESOL), service-learning, literacy studies, and program administration. He has published numerous scholarly articles in the U.S. and abroad, including forthcoming works in TESOL Quarterly and Reflections, the premiere national, peer-reviewed journal devoted to the study of community-based writing, He serves as the associate editor for the online journal, The Reading Matrix, and as a consultant on the Campus Compact Research and Scholarship Initiative in North Carolina. In spring 2007, Dr. Wurr will begin a five-month Fulbright TESOL Lecturing position in Vietnam. Josef Hellebrandt (Ph.D., Purdue University) is associate professor of Spanish and chair of the Department of Modern Languages and Literatures at Santa Clara University. his research focuses on service-learning in Spanish and civic engagement. Drawing on his collaborations with service-learning researchers and practitioners throughout the United States, he published Construyendo Puentes (Building Bridges): Concepts and Models for Service-Learning in Spanish (coeditor: Lucia Varona, 1999) within the American Association for Higher Education's series on service-learning in the disciplines and Juntos: Community Partnerships in Spanish and Portuguese (coeditors: Jonathan Arries and Lucia Varona, 2004). In addition to his professional work, he serves on the board of a nonprofit Saturday morning school for German in San Jose, California.

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