Nuts and Bolts of Designing a Language-Based Service Learning Course
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This document discusses the design of a language-based service learning course called Languages Without Borders (Lang 300) at the University of Indianapolis. The course partners UIndy students with an after-school program at Laurelwood, a public housing community. UIndy students teach French, German, and Spanish to children while also assisting with homework and reading. The document discusses the benefits of the partnership, models and assessments used in the course, and potential expansions like adding nursing students to also teach health topics.
Nuts and Bolts of Designing a Language-Based Service Learning Course
- 1. Nuts & Bolts of Designing A Language-Based Service Learning Course Peter Vakunta, Ph.D.
- 2. Abstract o This presentation comprises four segments. The first segment sheds ample light on the nexus between foreign languages and service learning course design at the University of Indianapolis. o Emphasis is placed on the interdisciplinary scope of this partnership; outcomes of learning are also discussed in this section.
- 3. Abstract (cont’d) o In the second segment of this presentation, the presenter dwells on a specific language-based service learning course code-named "Languages Without Borders(Lang 300)" that he designed and is teaching at the University of Indianapolis to underscore the importance of interdisciplinary collaboration necessary for success in service learning course design across disciplines. o In the third segment, the presenter discusses models and pedagogical paradigms that have proven effective in teaching this language-based service learning course.
- 4. Abstract (cont’d) o In the final segment of the presentation, the presenter discusses some lessons learned as a result of teaching Lang 300. o He sheds light on a few challenges that he encountered teaching LANG 300 for the first time; he will share with attendees some solutions that he considers salutary.
- 5. The Definitional Conundrum What is Service Learning? “Service learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities for reflection designed to achieve desired learning outcomes.”-- Barbara Jacoby ( 2010)
- 6. Motivations for Designing a Language- Based Service Learning Course o Respond to the Interdisciplinary Studies initiative at UIndy; o Respond to the Mission of UIndy: “Education for Service”; o Expose students to interdisciplinary studies within the framework of SLL (Lang 300, Lang 400 & Lang 398); o Bridge the gap between the university and the community(Vision 2030); o Contribute to the quest for solutions to substantive community problems(Laurelwood); o Groom UIndy graduates for alternative (Plan B) career options in a highly competitive global market place.
- 7. Conceptualizing a Language-Based SL Course Four (4) fundamental questions must be addressed at the conceptual stage of a language-Based SL course design: • First: How will the service learning course enable learners to achieve desired linguistic skills– reading, listening, speaking, writing and cultural literacy? • Second: What pedagogical paradigms/models are suitable for achieving desired learning outcomes? • Third: How will the SL course impact community engagement? • Four: What instrumentalities will be used to quantify outcomes of learning?
- 8. Rationalizing Service Learning According to the data collected from Learn and Serve America (LSA) website: o Service-learning offers a unique opportunity for America’s young people— from kindergarten to college students—to get involved with their communities in a tangible way by integrating service projects in classroom learning. o Service-learning engages students in the educational process, using what they learn in the classroom to solve real-life problems.
- 9. Rationalizing Service Learning o Students not only learn about democracy and citizenship, they become actively contributing citizens and community members through the service they perform. o Service-learning can be applied across all subjects and grade levels; it can involve a single student or group of students, a classroom or an entire school. Students build character and become active participants as they work with others in their school and community to create service projects in areas like education, public safety, and the environment. Retrieved from http://www.learnandserve.gov/about/service_learning/index.asp
- 10. Nuts and Bolts of Service Learning o This paper presents a service learning instructor’s guide to designing, implementing and assessing a language-based service learning course. o Before getting into the crux of the discourse we will discuss the five stages of Service Learning as adumbrated by Cathryn Berger Kay (2010).
- 11. The Five Stages of Service Learning o The five stages discussed by Kay shed light on the issues that service learning providers do in a bid to transform ideas into action. o These stages include: Investigation, Preparation & planning, Action, Reflection and Implementation (demonstration).
- 13. The Five Stages of Service Learning Investigation: o Service learning provider identifies community needs and begins research. o During this process, generally labeled “social analysis”, needs assessment is often done by means of a survey, questionnaire or by conducting interviews using varied media. o Community partners are identified at this stage.
- 14. The Five Stages of Service Learning Preparation & Planning: o Service learning provider works with community partners to outline various ways they will meet the needs of the community or contribute to improving the situation. o Planning may involve developing a common vision for success, deciding what will occur and who will accomplish each task.
- 15. The Five Stages of Service Learning Action: o At this stage all role-players implement their plans to meet the community needs or contribute to the resolution of the problem. o The action often takes the form of direct service, indirect service, advocacy, research or a combination of all of these aspects.
- 16. The Five Stages of Service Learning Reflection: o At this stage, role-players consider how the experience, knowledge, and skillsets they have invested can be channeled toward the resolution of problems. o They ponder what may work and what may not work. This process requires both analytical and affective skills.
- 17. The Five Stages of Service Learning Assessment / Demonstration: o The purpose of evaluating service- learning is to determine whether the service-learning program, project or approach met its goals, that is, whether the measured outcomes for a given set of activities matched the intended (pre- specified) outcomes. o This presupposes that the service- learning program, project, or approach has stated its goals and objectives in the form of intended outcomes and further, that the outcomes are defined in terms of a benchmark for success.
- 18. Taking Teaching to the Community: The Laurelwood Project Laurelwood is a component of the Indianapolis Housing Agency (IHA).
- 19. What is Laurelwood? o The Indianapolis Housing Agency (IHA) is a federally-funded government housing agency that provides low-income families, seniors and families with disabilities access to affordable housing in IHA communities or in private market housing subsidized through the Housing Choice Voucher (HCV) Program (Section 8). o It is IHA’s hope that by helping these families afford safe, quality housing, they will also encourage individual and family self-sufficiency, promote fair housing and fight housing discrimination.
- 20. Laurelwood Afterschool Program Enrichment Activities: Every child enrolled in the Afterschool program is required to participate in one or more of the following activities: Arts and Crafts Sports and Group Games Ethno-music & dance Character Development Activities Culture and Language Sessions Mentoring Girl Scouts Science Experiments Cooking Projects Art Reach (every Friday)
- 21. Laurelwood Afterschool Program A Typical Daily Schedule 4:30 p.m. 4:45 p.m. Snack Time and Stations (free time) 4:45 p.m. 5:30 p.m. Tutoring /Homework, Literacy and Math Centers, and Language Sessions (UIndy) 5:30 p.m. 6:00 p.m. Enrichment activities (varies based on the day of week) 6:00 p.m. 6:30 pm Dinner and Clean Up
- 22. Laurelwood Afterschool Program o Artistic enrichment is a key component of the Laurelwood Afterschool program. o Children are given ample opportunities to nurture their artistic talents as seen in this photo.
- 23. The UIndy-Laurelwood Partnership o The University of Indianapolis (UIndy) is committed to its role as an active community member in Indianapolis. o The UIndy-Laurelwood Project is a language-based service learning initiative that provides children in Laurelwood public housing neighborhood with effective after-school academic assistance. o Its main objective is to create a nexus between Laurelwood and the University by incorporating foreign language acquisition into the program.
- 24. Merits of the Laurelwood Project o Through the collaboration of UIndy and the YMCA of Greater Indianapolis children at Laurelwood aged 6-17 benefit from free tutoring, literacy skills, second language acquisition, cultural awareness and civic responsibility mentorship. o The most noticeable benefit of this program is the bridge it builds to close the gap between schoolwork and homework. o The second positive aspect of the program is that it boosts the overall academic achievement of children enrolled in the program. o The third merit of the project is that it contributes to positive behavior modeling.
- 25. Taking Learning to the Community o Is this obtuse?” asks 11-year-old Angel, pointing to her math homework from IPS School 65. o UIndy junior Hanna Hornsby patiently explains the various types of angles to Angel and her classmate DeLawrence. o It’s one of many small, unexpected lessons she’s been teaching this year to children at Laurelwood. o The low-income public housing complex in Indianapolis is a world away from Hanna’s small-town upbringing in Franklin, and that creates ample opportunity for learning and personal growth—on both sides.
- 26. Languages Without Borders o Languages without Borders is a trilingual course designed with the goal of enhancing the second language acquisition skills of the kids at Laurelwood. o UIndy students who are language majors and minors teach the kids at Laurelwood three modern languages, namely French, German and Spanish.
- 27. Languages(Lang 300) Without Borders Course o LANG 300 is conceived as a community – based service project that seeks to instill life skills in the youths at Laurelwood. o UIndy Students enrolled in the course go to Laurelwood Monday-Thursday (4:30- 6:30pm) to help out with homework and reading skills given that some of kids at Laurelwood struggle with reading. o UIndy students enable them to gain reading skills at age appropriate levels and acquire proficiency in modern languages (French, German and Spanish).
- 28. Multidimensional Scope of Lang 300 o Lang 300 is a multi-dimensional SL course. o In addition to second language acquisition, the course contributes to children’s affective skills through involvement in sports such as tennis, soccer, music and dance. o They acquire life-skills such as culinary arts familiarization and health education.
- 29. Lang 300 Learning Outcomes o Lang 300 provides learners with multiple intelligences that enable them to succeed in the global community; it instills a sense of self-confidence in learners; o Community networking—one of the main objectives of our university is to transform the institution from a university-as- island to a university-as-anchor by creating ample opportunities for students and faculty to engage with the community. This course fulfils this objective by providing students with the opportunity to liaise with the community. o Local-global experience—this course equips learners with intercultural and inter-lingual competencies.
- 30. Language-Based SL Course Pedagogies o Teaching a SL course necessitates deep reflection on suitable pedagogical frameworks that would enable the instructor to reach desired learning outcomes. o The following Models were found suitable for teaching Lang 300: o PARE Model o Bloom’s Taxonomy
- 31. The PARE Model The PARE Model comprises 4 phases (Preparation, Action, Reflection and Evaluation). Phase 1: PREPARATION:. o Preparation should include: overview, logistics, concept of service learning, broader issues relating to the project, students’ expectations and assumptions. Phase 2: ACTION: o This refers to the types of service itself(direct, indirect and non-direct) Phrase 3: REFLECTION: o Reflection provides students with intentional opportunities to engage in experiential learning. It is a process that requires learners to: o Think critically about their learning experience; o Understand the complexity of the need for the service(s); o Examine their own attitudes, beliefs, assumptions and stereotypes; o Formulate own theories based on their service experience; o Use classroom experience to provide effective service.
- 32. The PARE Model Phase 4: EVALUATION: o This stage enables the instructor to determine whether or not the course learning objectives and service goals have been met. o It enables learners to monitor their own learning process and improve the effectiveness of service learning.
- 34. Bloom’s Taxonomic Model o Evaluation: making value judgments about issues, resolving controversies, assessing theories, composing ideas, evaluating outcomes; o Synthesis: creating a unique original product that may be a combination of ideas to form a new whole, using old concepts to create new ones; o Analysis: organizing ideas and recognizing trends, finding the underlying structure of communication, identifying motives; o Application: using knowledge, facts and principles to facilitate problem- solving; o Comprehension: (interpreting and translating information from one medium to the other, and o Knowledge: recall of information, discovery, and observation.
- 35. Languages without Borders(cont’d) o The children at the after- school program are not the only ones who benefit from the course . o One of my primary reasons for designing the course is to challenge my students to become productive, loyal citizens of their community.
- 36. Languages Without Borders(cont’d) o The UIndy-Laurelwood Project seeks to instill life skills in the youths at Laurelwood. o UIndy Students enrolled in the course go to Laurelwood Monday-Thursday (4:30-6:30pm) to help out with homework and reading skills. o UIndy students enable the children at Laurelwood to gain reading skills at age appropriate levels and acquire proficiency in modern language (French, German and Spanish).
- 37. Languages without Borders(cont’d) o Outside of the work at Laurelwood, students completea journaling assignment to reflect on their experiences. o Students also complete a cumulative portfolio that reflected the efforts of their semester-long commitment at the after-school program.
- 38. Partnerships in Service Learning: Languages & Nursing Students o This year two departments at UIndy have partnered to provide the kids at Laurelwood not just language competencies but also health literacy skills. o Twenty students from the School of Nursing at UIndy will each invest six hours at Laurelwood starting November 9 and ending December 19, 2015. o This is a viable partnership that creates a nexus between the College of Arts and Sciences and the School of Nursing.
- 39. Partnership with School of Nursing o Groups of five (5) BSN students will choose a topic to teach the school age children and adolescents. o Each group will construct a tri-fold handout to be given on the last day of Laurelwood Practicum. o Each group member will visit the Laurelwood Community 3 times for 2 hours each or 2 times for 3 hours each or however totaling 6 hours. o Each activity day consists of assessing (A), diagnosis/planning (DP)or implementing/teaching (IT).
- 40. Partnership with Nursing: Promoting Healthy Communities UIndy Nursing Students discussing dental hygiene with Laurelwood children. The goals is to equip the children with dental hygiene knowledge that would improve their well- being.
- 41. Partnership with Nursing: Promoting Healthy Communities UIndy Nursing student discussing physical activities and impact on obesity with children at Laurelwood
- 42. Evaluating Student Learning o The Lang 300 course enhances students’ functional ability at school. o Student performance in target languages (French, Spanish & German) as well reading and math is assessed and reported as indicated in this diagram.
- 43. Evaluating the Student Learning Course: EZ Report System o Students will take pre-and post-surveys to measure changes in participant attendance and overall awareness of those activities presented throughout the year. o Laurelwood staff will collect data during each grading period, track it in their EZ reports system and share the data with UIndy faculty. o EZ Reports is a web-based after-school management and reporting software used statewide in Indiana. The data to be collected includes: grades, attendance, group records, performance records and fields.
- 44. Evaluating Student Learning: The Reflective Journal o Formative assessment in this course is performed by means of academic journaling. o An academic journal is a reflective document that serves as a formative tool for students enrolled in this course. o By chronicling their daily interactions with children at Laurelwood, UIndy students are able to cultivate thoughtfulness and critical inquiry. o Their journals provide them with raw material for developing working portfolios and ongoing record of learning experiences that may be useful after graduation from college in the job search process.
- 45. Evaluating the Service Learning Course: The Student Portfolio o The Student Portfolio is another assessment instrument used to measure student performance and progress in Lang 300. o Each portfolio comprises: a synopsis of daily journaling, service learning student self- evaluation, agency profile evaluation, and reflections on the skillset acquired during the practicum.
- 46. Evaluating Student Learning: The Service Learning Expo o Students enrolled in this course are required to participate in the UIndy Service Learning Expo that occurs at the end of the semester. o This event provides an opportunity for students to showcase their achievements. o The Service Learning Expo is also an evaluation tool for the instructor.
- 47. Concluding Remarks o Designing a language-based course requires a three-pronged multidimensional approach: o First, the instructor must conceptualize the impact the SL course will have on the community and students. o Second, instructor must identify reliable community partners and establish a Memorandum of Understanding. o Finally, instructor must then choose a project and begin.
- 48. Lessons Learned from Teaching Lang 300 o Set realistic learning goals for students; o Be mindful of the fact that academic credit is for learning, not for service; o Design reflection activities that enhance student learning; o Consider reflection methodologies you might use: journal writing, directed writing, in-class discussions forum discussion, case studies, essay questions, simulated dialogue, scenarios and more.