Commenced in January 2007
Paper Count: 32020
Teaching for Change: Instructional Support in a Bilingual Setting
Authors: S. J. Hachar
Abstract:The goal of this paper is to provide educators an overview of international practices supporting young learners, arming us with adequate information to lead effective change. We will report on research and observations of Service Learning Projects conducted by one South Texas University. The intent of the paper is also to provide readers an overview of service learning in the preparation of teacher candidates pursuing a Bachelor of Science in Elementary Education. The objective of noting the efficiency and effectiveness of programs leading to literacy and oral fluency in a native language and second language will be discussed. This paper also highlights experiential learning for academic credit that combines community service with student learning. Six weeks of visits to a variety of community sites, making personal observations with faculty members, conducting extensive interviews with parents and key personnel at all sites will be discussed. The culminating Service Learning Expo will be reported as well.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1128881Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 847
 J.P.A. Committee, “Yesterday’s students, tomorrow’s leaders.” USA: Colorado Springs, CO, 2015.
 C. Berger Kaye, “The complete guide to service learning: Proven practical engage students in civic responsibility, academic curriculum & social action.” 2nd ed. USA: Free Spirit Publishing, 2010.
 J.P.A. Committee. Junior Achievement of South Texas. The big give. USA: (cited from https://thebiggivesa.org/npo/junior- achievement-of-south-texas.org retrieved on 5/30/16).
 Ferris State University. Purpose of Academic Service Learning, (2015) USA: (cited from https://www.ferris.edu/asl retrieved on 5/30/16).
 U.S. Department of Education. Family and community engagement, (2015) (cited from http://www.ed.gov/family-and-community-engagement?src=rn} retrieved on 5/30/16
 M. Carnoy, International Institute for Educational Planning: Globalization and educational reform: What planners need to know, UNESCO (cited from http://unesdoc.unesco.org/images/0012/001202/120274e.pdf retrieved on 5/30/16).
 K. Leithwood, R. Steinbach, and D. Jantzi, School leadership and teachers’ motivation to implement accountability policies. Educational Administration Quarterly, 38 (1), 2002, pp. 94-119.
 M. Gottlieb, “Assessing english language learners: Bridges from language proficiency to academic achievement.” Thousand Oaks, CA: Corwin Press, 2016.
 C. Baker, C. “Foundations of bilingual education and bilingualism.” (5th ed.) Great Britain: Multilingual Matters, 2015.
 A. F. Murphy, “The effect of dual language and transitional bilingual education instructional models on Spanish proficiency for English language learners,” Bilingual Research Journal, 37(2), 2015, pp. 182-194. 2015.
 K. Escamilla, “Teaching literacy in Spanish,” In J.V. Tinajero & R.A. DeVillar (Eds.), The Power of Two Languages 2000: Effective dual-language use across the curriculum. New York: McGraw Hill Publishing, 2000.
 W. E. Wright, “Foundations for teaching English language learners: Research, theory, policy and practice. Philadelphia, PA: Carlson Publishing Inc, 2015.
 D. E. Freeman and Y. S. Freeman, Between worlds: Access to second language acquisition. Portsmouth, NH: Heinmann, 2011.
 W. Thomas, W and V. Collier, “A national study of school effectiveness for language Minority students’ long-term academic achievement.” Santa Cruz: Center for Research on Education, Diversity and Excellence, University of California, Santa Cruz. 2002.
 U.S. Department of Education, “Improving Teacher Preparation: Building on Innovation. Great Teachers Matter,” 2015. (cited from http://www.ed.gov/teacherprep retrieved on 5/30/16)