Reflective Practice in TESOL Service-Learning Contexts
Cynthia Macknish [+–]
Eastern Michigan University
Cynthia Macknish is Associate Professor of ESL/TESOL at Eastern Michigan University.
This book, like others in the series, provides both theory and practical tools for TESOL educators (and others) to use as they guide pre-service teachers of English to reflect in meaningful ways in a service-learning context. Service-learning in TESOL is valuable because it enables pre-service teachers to collaborate with a community partner in implementing projects that benefit culturally and linguistically diverse learners, while concomitantly improving their own academic and professional skills through increased opportunities to practice and reflect on teaching and learning. Effectively reflecting on service-learning experiences helps pre-service teachers develop an inquiring disposition and transform their learning, enabling them to question their beliefs and challenge existing norms and work towards a more just future for learners of English. In this book, interpretations of service-learning are presented along with the crucial role that reflective practice plays in it. Challenges in defining and implementing reflective practice in TESOL service-learning contexts are explored and practical tools and strategies to help address them are shared.
Table of Contents
Introduction
Introduction [+–]
The introduction outlines why this book is needed and provides a brief summary of each chapter.
Chapter 1
Chapter 1 begins by defining what service-learning is and presenting the theoretical foundations of the service-learning context. Its justification and value are outlined before discussing the importance of service-learning in a TESOL context. The value of reflective practice in service- learning is then introduced with parallels to reflective practice in ELT showing applications of Farrell’s (2019) new model. Finally, challenges and issues in implementing reflective practice in TESOL service-learning contexts are presented to lay the foundation for the rest of the book, which provides principles guide reflective practice in TESOL service-learning, and practical tools to address the issues.
Chapter 2
Chapter 2 maps Farrell’s (2019) six principles of reflective practice to reflective practice in TESOL service-learning contexts. The six principles are: reflective practice is holistic; reflective practice is evidence-based; reflective practice involves dialogue; reflective practice bridges principles and practices; reflective practice requires a disposition to inquiry; reflective practice is a way of life. Because of the importance of transformative learning in service-learning pedagogy, additional emphasis is placed on the section on inquiring disposition.
Chapter 3
This chapter moves from principles to practice by addresses some of the challenges in implementing reflective practice in TESOL service-learning contexts by providing practical tools and strategies. These include attitude surveys and surveys on language teaching competencies, observation forms, think aloud protocols, quick writes, prompt questions, concept maps, and models.
Chapter 4
Various formats of reflections are discussed in chapter 4, including reflection journals, narratives, written papers, group and class discussions and dialogue, and oral debriefings. Special attention is also given here to multimodal presentations as an alternative platform for reflections. Issues of assessment are also presented.
Chapter 5
In chapter 5, the stories of pre-service teachers’ experiences in a TESOL service-learning programs are shared. Excerpts from reflections are presented to illustrate learning. Also included are a number of stories from diverse learners whose ELT teachers implemented service-learning experiences in their ESL/EFL courses.
Chapter 6
Chapter 6 suggests how reflective practice can be cultivated in TESOL service-learning contexts, particularly in terms of teacher preparation, but also for continued professional development. Various aspects are presented and discussed, such as benefits of reflection, frequency of reflection, fostering a disposition of inquiry, platforms for reflection, peer observation and discussion groups, and engaging in action research.
Chapter 7
The book concludes with a chapter that considers future directions of reflective practice in TESOL service-learning (and ESOL) contexts globally. It is hoped that further discussion, practice, and sharing of research and teaching strategies will advance our understandings of reflective practice in TESOL service-learning contexts.
