Preparing Linguistically and Culturally Conscious Pre-service Teachers with a Community-based Service-learning Project


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ARABACI ATLAMAZ T.

INTERNATIONAL JOURNAL OF MULTICULTURAL EDUCATION, vol.24, no.2, pp.38-56, 2022 (Peer-Reviewed Journal) identifier identifier

  • Publication Type: Article / Article
  • Volume: 24 Issue: 2
  • Publication Date: 2022
  • Doi Number: 10.18251/ijme.v24i2.2733
  • Journal Name: INTERNATIONAL JOURNAL OF MULTICULTURAL EDUCATION
  • Journal Indexes: Emerging Sources Citation Index, Scopus, IBZ Online, EBSCO Education Source, ERIC (Education Resources Information Center)
  • Page Numbers: pp.38-56
  • Keywords: Service-learning, teacher preparation, emergent bilinguals, linguistically responsive teachers, ENGLISH, REFLECTION, KNOWLEDGE, STUDENTS

Abstract

Teacher preparation for culturally and linguistically diverse communities is crucial as classrooms become increasingly diverse. This study reports on the interaction between 20 pre-service teachers (PSTs) and adult emergent bilinguals during a community-based service-learning (CBSL) project. The project was part of a course offered at a state university in the northeastern USA. The qualitative data demonstrated that the PSTs gained sociolinguistic consciousness, learned about language learners' prior experiences and linguistic proficiencies, and identified the linguistic demands of the interaction. The study also revealed that CBSL projects can possibly be an effective means of teacher preparation for emergent bilinguals worldwide.