Spanish L2 Students’ Perceptions of Service-Learning: A Case Study from Ecuador

This article examines students’ perceptions of the relationship between the service-learning component of a four-week study-abroad program in Ecuador and the development of their linguistic and cultural competency. The data come from two sources: (1) students’ responses to a survey composed of Likert-scale and rank-order items and (2) student journals written for an introductory translation course after the completion of several service projects relative to dental care and hygiene. The quantitative survey solicited students´ perceptions of the effectiveness of the service-learning component and other characteristics typical of study-abroad programs. In general, students perceived a positive relationship between their participation in service-learning projects while abroad in Ecuador and the development of their linguistic and cultural proficiency. Analysis of students’ reflective journals concerning the service-learning experience resulted in the identification of several themes within the areas of language-related and culture-related learning, contributing to the discussion around the complexities of acquiring linguistic and cultural knowledge through International Service-Learning (ISL)

The Case for Grammar: What Preservice Teachers Need to Know about Metalinguistic Awareness

The present study focused on preservice teachers’ grammar knowledge and its importance for their future students’ understanding and use of language, particularly English Learners. This quasi-experimental one-group pretest-posttest study investigated the grammar knowledge of preservice teachers who were enrolled in an undergraduate applied linguistics course at an urban university in the southern United States. The results confirmed prior research which found that preservice teachers are not knowledgeable enough about English grammar when explaining sentence level errors. This study demonstrated that preservice teachers’ basic understanding of English grammar can be increased in a short time, particularly in the recognition of simple grammatical items. However, the findings also indicated that more time is needed to ensure a higher level of metalinguistic awareness, conceptualized as the participants’ ability to understand and analyze common grammar errors using metalanguage. The main implication for preservice teacher programs, especially those inclusive of English Learner teaching knowledge, is that more can and should be done to ensure preservice teachers are receiving language-focused preparation

How Educational Media Can Benefit The International Student Population In The United States University Setting

This study investigated international students \u27 access to the Internet, their use of web-based educational media, and the differences between those who utilized a website designed to decrease acculturative stress and those who did not. Results indicated that international students applying to universities in the United States have excellent access to the Internet, although in some areas it is still very expensive. Of the students who utilized the website designed for them, most found it was very helpful to their adjustment to life at the university. Many of those same students also reported that they used web-based educational media resources to help them decide which university to attend. Universities need to focus their attention on using web-based educational media to attract and assist their international student populations

When outbound mobility programs and service learning align in pre-service teacher education

Jones, BT ORCiD: 0000-0002-4312-6995© 2017, Education Research Institute, Seoul National University, Seoul, Korea. This project sought to investigate the learning that comes about from the intersection of outbound mobility experience programs (OMEs) with service learning in pre-service teacher education settings. The aim of the program of international service learning in the case study was to encourage pre-service teachers to rethink potentially ethnocentric assumptions. The guiding research question was, ‘What outcomes ensue from the combination of OMEs and service learning for pre-service teachers?’ The focus of the paper was on OMEs that took place in China and Malaysia. Findings included that the combined program aided development of global mindedness, learning by being there, teacher experience in a new context and the development of a professional identity in the participating students