Preparing Teachers for Teaching Immigrant Students Through Service-Learning in Immigrant Communities

Gresilda A. Tilley-Lubbs

Abstract


Burgeoning immigrant populations fuel discussions about preparing preservice teachers to teach students who have limited English proficiency and diverse cultural backgrounds. This article contributes to the conversation by presenting service-learning in immigrant communities as an effective pedagogy to develop an awareness of students’ worlds away from school. This qualitative case study investigates the transformative aspects of a course that places graduate students in service-learning experiences with Spanish-speaking families. The data provide evidence that focused academic study and community experience promote understanding challenges English language learners (SDELs) and their families face, as well as understanding their future roles as teachers of SDELs.

Full Text: PDF DOI: 10.5430/wje.v1n2p104

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This work is licensed under a Creative Commons Attribution 3.0 License.

 

World Journal of Education
ISSN 1925-0746(Print)   ISSN 1925-0754(Online)

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