Active and passive citizens

Service-Learning as a pedagogy to promote English for Academic Purposes

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• published: 19 May 2014
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Abstract: It has often been noted that English as a Second Language (ESL) students are more commonly passive recipients, not active contributors, of service-learning. This essay critically reviews 62 research articles and book chapters (1998-2011) in which ESL students are participants of service-learning courses, in order to examine how ESL students are currently perceived by service-learning practitioners from a variety of disciplines, and how ESL instructors can take charge in improving this perception. The literature was divided into two main categories based on the ESL students' role in the community service: 44 articles assigned ESL students a Passive role, while only 18 articles allowed an Active role to be given to the ESL students. Findings demonstrate that while passive courses are well-intentioned, they often foster six negative dimensions in the relationships between the American college students and the ESL students they serve: (1) reinforce the default hierarchy, (2) maintain an underlying sense of othering, (3) emphasize the privileges of American students, (4) stop at reciprocal benefits rather than challenge reciprocal agency, (5) expose American students just enough to reinforce socially sanctioned stereotypes, and (6) encourage the idea that one must be a citizen of the community to contribute to it. On the other hand, findings also show that when ESL students are given the opportunity to actively contribute to the community, a number of issues developed with the American students are largely left untouched by the ESL instructor. Seven of these issues are (1) the extent to which the service is fully integrated into the course curriculum, (2) accommodations for continuity of abilities, (3) ongoing critical reflection, (4) Dewey's definition of a truly educational experience, (5) valuing of community, (6) incorporation of technology, and (7) global citizenship. Having identified six problems with the Passive articles and seven opportunities for improvement in the Active articles, the author describes a curriculum of ideal courses which challenge international university students in an English-speaking environment to serve the community as an integrated part of their coursework. These ESL students would tutor children in a YMCA afterschool program, raise money to prevent local homelessness, and record oral history from senior citizens, all while reinforcing the language objectives met in the classroom.

Service-Learning as a pedagogy to promote English for Academic Purposes

• Report rights infringement
• published: 19 May 2014
• views: 1616

Abstract: It has often been noted that English as a Second Language (ESL) students are more commonly passive recipients, not active contributors, of service-learning. This essay critically reviews 62 research articles and book chapters (1998-2011) in which ESL students are participants of service-learning courses, in order to examine how ESL students are currently perceived by service-learning practitioners from a variety of disciplines, and how ESL instructors can take charge in improving this perception. The literature was divided into two main categories based on the ESL students' role in the community service: 44 articles assigned ESL students a Passive role, while only 18 articles allowed an Active role to be given to the ESL students. Findings demonstrate that while passive courses are well-intentioned, they often foster six negative dimensions in the relationships between the American college students and the ESL students they serve: (1) reinforce the default hierarchy, (2) maintain an underlying sense of othering, (3) emphasize the privileges of American students, (4) stop at reciprocal benefits rather than challenge reciprocal agency, (5) expose American students just enough to reinforce socially sanctioned stereotypes, and (6) encourage the idea that one must be a citizen of the community to contribute to it. On the other hand, findings also show that when ESL students are given the opportunity to actively contribute to the community, a number of issues developed with the American students are largely left untouched by the ESL instructor. Seven of these issues are (1) the extent to which the service is fully integrated into the course curriculum, (2) accommodations for continuity of abilities, (3) ongoing critical reflection, (4) Dewey's definition of a truly educational experience, (5) valuing of community, (6) incorporation of technology, and (7) global citizenship. Having identified six problems with the Passive articles and seven opportunities for improvement in the Active articles, the author describes a curriculum of ideal courses which challenge international university students in an English-speaking environment to serve the community as an integrated part of their coursework. These ESL students would tutor children in a YMCA afterschool program, raise money to prevent local homelessness, and record oral history from senior citizens, all while reinforcing the language objectives met in the classroom.