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SERVICE LEARNING AT THE
TUXTLA LANGUAGE SCHOOL
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M. en Ed. Ana Mara Elisa Daz de la Garza
M. En Ed. Ma. Eugenia Serrano Vila
Escuela de Lenguas TuxtlaUniversidad Autnoma de Chiapas
(UNACH)
[email protected] [email protected]
SERVICE LEARNING AT THE
TUXTLA LANGUAGE SCHOOL
mailto:[email protected]:[email protected]:[email protected]:[email protected]
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Introduction
Theoretical Framework
Methodology
Results
Conclusions & Implications for the Future
AGENDA
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* This presentation explores the three stages of
service learning conducted at the Tuxtla
Language School in the Spring Term of 2010
(Jan May) and is a continuation of the initialstage presented at
the ENEL in Tlaxcala in
March 2010 & the intermediate stage presented
at the Congreso de Investigacion Educativa at
the UNACH in April 2010.
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INTRODUCTION
Currently social, economical,
political, demographic, &
cultural realities have forcedMexico to reflect on the
mission
& organization of education.
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Recently many Mexican universities have
redesigned the curriculum in EFL Teacher
Training Programs in an effort to develop
professional competencies & provide trainees
with the KAS to succeed in the workforce as
well as to ensure that teacher training remainsresponsive to the
changes taking place in
Mexico & meet the educational needs of
society in relevant, critical & creative ways.
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Theoretical Framework
Community service programs are aperfect opportunity to
provide
trainees with real-life situations
where they can apply what theyhave learned in the classroom
to
the real world.
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Our new academic program El Servicio Soc ial
en la Escuela de Lenguas Tuxt la: Unidad
Acadmica seeks to integrate teaching,
investigation & community outreach programs byidentifying
problems & finding solutions which
will help to elevate the quality of education in the
state of Chiapas.
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ABCD Objective
Audience: Trainees in 8th semester of the LEI
Program.
Behavior: Development of trainees KAS regarding
Service Learning & development of professional
competencies.
Condi t ion: Selecting, designing, implementing &
evaluating their service activity.
Degree: Encourages relevancy & sustained interestwithin
community settings & fosters
reflective practices.
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Audience 8thsemester LEI Trainees
KAS the Service Learning
project addresses
Professional competencies to
succ eed in the wo rkforce
Outcome of this Project Add ress social problems w i th in
vu lnerable soc ial groups in anattempt to foster civic
responsibi l i ty, experiential
learning & ref lect ive pract ices.
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COURSE OBJECTIVES
Provide support to LEI trainees solving socialproblems within
vulnerable social groups.
Foster a constructivist approach to develop KAS
regarding personal & professional goals as well
as reflective skills.
Provide an opportunity for Trainees to conduct a
research project with the support of their
Teacher Trainer & Academic Advisor.
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COURSE LAYOUT
1. Induc t ion & Project Design (2 weeksTuxtla Language
School)
2. Project Development(480 Hrs)
3. Evaluation (Reflections, Reports,Portfolio, Service Learning
Forum where
Trainees share their experiences with
Trainees & Faculty)
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Reasons for Implementing this Project
We have noticed that in prior cohorts service
learning has not met the needs of Trainees todevelop
professional competencies. In many
cases community service providers are
considered free labor and often end up making
photocopies or answering the phones for their480 hour
requirement. As Service Learning
Coordinator & advisors we hope that this new
academic unit will act as a bridge between
Trainees being students of teachers to
becoming teachers of students.
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Benefits
To develop professional competencies as
well as to integrate teaching, investigation
& community outreach programs by
identifying problems and finding solutionswhich will help to
elevate the quality of
education in the state of Chiapas.
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Advantages/Benefits
Obtain a real world learning experience
Learn new skills Meet people in the community from different
backgrounds
Explore career options Make a difference in the community by
sharing
their skills & talents
Connect with the community
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Challenges
Many public institutions resist allowing service learners
to teach groups
INSETs may feel threatened by Trainees who have had
the opportunity to receive Teacher Training in ESOL
since many of them are not qualified but were in the right
place at the right time when teaching positions
wereavailable.
Trainees may face problems in dealing with class
management & school cultures.
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Time Frame
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Induction
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METHODOLOGY
Quantitative & Qualitative methodologies 3 Quantitative
instruments
(initial/intermediate & final report)
3 Qualitative instruments (reflections) werealso developed to
explore the impact of
service learning on Trainees competencies
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Instruments
Q #1
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Instruments
Q#2
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REFLECTIONS
#1 The Mirror
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REFLECTION # 2 THE MICROSCOPE
Makes the Small Experience Large
What happened? Describe your experience.What would you change
about this situation
if you were in charge? What have you
learned about this institution, these people,
or the community? Was there a moment offailure, success,
indecision, doubt, humor,
frustration, happiness, sadness? Do you feel
your actions had any impact? What more
needs to be done?
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REFLECTION # 3 THE BINOCULARS
Makes What Appears Distant, Appear Closer
From your service experience, are you able to
identify any underlying or overarching issues
which influence the problem? What could be
done to change the situation? How will thisalter your future
behaviors/attitudes/and
career? How is the institution where youre
serving impacted by what is going on in the
larger political/social sphere? What does thefuture hold? What
can be done?
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Participants
16 Trainees.
10 Public Institutions throughout
Chiapas
1 Project Coordinator & Teacher Trainer 8 Academic
Advisers
1 Research Assistant
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Public Schools in Chiapas
Location Elementary
School
Jr. High School High School Other
TGZ. &
Outskirts2 1 2 UNACH
Municipal
Tourism
Office
Cultural
Centerproviding
ELT to the
visually
handicapped
Tapachula 1
Tonala 1
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Centro Cultural Jaime Sabines
Clases for the Visually Handicapped
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Escuela Primaria Ruben M. Rincon
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Secundaria Profesor Ramn E. Balboa, Tonal
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Escuela Secundaria Del Edo. Jorge Tovilla Torres
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Capacitacin a Prestadores de Servicios
Tursticos, TGZ
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ELT UNACH
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KAS DEVELOPMENT
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Reflection 1: The Mirror Reflection 2: The Microscope
SS mention challenges adapting to school
cultures.
Trainees mention that they are feeling more
comfortable adapting to each school & have moreconfidence
developing their projects.
Trainees have identified possible tasks which
they feel will develop learners KAS.
Trainees adapt their projects to the needs &
wants of each institution.
Trainees develop KAS & VABs acquired during
ITT & admit to feeling challenged addressing
issues such as class management, dealing with
large groups & multiskilled learners.
Trainees test their problem solving skills & face
ups & downs during their
SL.
Trainees identify the resources they will be
working with throughout their SL as well as
school policies to follow.
In some cases the institutions have provided the
proper support ; however some institutions have
seen Trainees as free labor.
R fl i Th Bi l
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Reflection The Binoculars
Subject A Target population which frecuently skips classes
causes a
great deal of distress.
Subject B Has faced no major challenges except for having spent
a
great deal of her own money on didactic materials.Subject C Has
noticed that INSETs are valuable as mentors but is
worried about developing his action research project.
Subject D Has had to find alternatives to be a successful
educator due
to school policies but advancing in research project. Feels
very confident as an English Teacher.Subject E Is currently not
providing EFL Lessons due to school policies
and is preparing didactic materials instead. Failing
students
who attended private tutoring sessions were finally
successful
in passing their extraordinary exams but admit that they do
not feel their learning is significant.
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Conclusions
Currently social, economical, political,demographic, &
cultural realities have
forced Mexico to reflect on the mission &
organization of education. Teacher
training programs must prepare future
teachers to accomplish their duties as
professionals, for the benefit of all Ss.
l f
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Implications for the Future
Service Learning as an academic unit
seeks to develop Trainees socialconscience (SEP, 2007: 29). If
properly
carried out it is an ideal opportunity to
scaffold learners competenciesdevelopment during the three
stages of
planning, implementation & evaluation.
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ConclusionsIn the 6 month period of this investigation it
has
provided varied, unique, & sometimes unexpectedopportunities
for Trainees to practice applying their
newly acquired academic knowledge to solve
problems in complex real-world situations.
Repeatedly, Trainees commented that, because ofservice learning,
they believed they were more
prepared to be successful in their careers in the
future & that they are now more aware of the reality
of the complexity of surviving & thriving
in public educational institutions.
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http://www.google.com/imgres?imgurl=http://100musicalfootsteps.files.wordpress.com/2009/04/thank-you-3.jpg&imgrefurl=http://100musicalfootsteps.wordpress.com/2009/&usg=__vJNq9FUwdjFp29Yn0KpPKWMHtOw=&h=313&w=500&sz=37&hl=en&start=54&itbs=1&tbnid=mseM7HM0bF0IQM:&tbnh=81&tbnw=130&prev=/images%3Fq%3Dthank%2Byou%26start%3D36%26hl%3Den%26sa%3DN%26gbv%3D2%26ndsp%3D18%26tbs%3Disch:1
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Questions,
Comments,Suggestions
