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ERIC Number: EJ1191349
Record Type: Journal
Publication Date: 2018-Sep
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1533-242X
Empowering English Language Learners and Immigrant Students with Digital Literacies and Service-Learning
Crosby, Cathryn
Reading Matrix: An International Online Journal, v18 n2 p38-58 Sep 2018
Dramatically changing demographics of students learning English as another language across the world and in the United States pose a significant challenge for today's school systems. For example, an estimated 1.5 billion students are learning English in the world (British Council, 2014). Recent research on service-learning and TESOL (Al Barwani, Al-Mekhlafi, & Nagaratnam, 2013; Bloom & Gascoigne, 2017; Crosby & Brockmeier, 2017a, 2017b; Perren & Wurr, 2015; Wurr, 2007, 2009) shows it has been implemented across diverse settings to help students, MATESOL teacher candidates, and TESOL teachers find their place in the world, where they have power and agency (Bourdieu, 1991), and where they can make a change. This article discusses the results of a study that examined service-learning projects implemented by MATESOL teacher candidates that focused on advocating for ELLs and immigrant students using various types of digital literacies and technology, how the digital literacies were used as a means of advocating for issues of social justice for ELLs and immigrant students, and the implications the results of the service-learning projects have for training MATESOL teacher candidates to use service-learning as a TESOL method for developing digital literacies and advocating for issues of social justice.
Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail: editors@readingmatrix.com; Web site: http://www.readingmatrix.com/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A