Effects of ESOL Service-Effects of ESOL Service-Learning Experience on Learning Experience on Preservice TeachersPreservice Teachers
Dr. Guichun Zong
Dr. Alice W. Terry
Kennesaw State University
What is Service-Learning?What is Service-Learning?
“…an innovative teaching methodology that integrates community service with academic study to enrich learning, teach civic responsibility, and strengthen communities.”
National Commission on Service-Learning, 2002
Description of Study
58 middle-grade-preservice teachers participated
Performed 6-15 hours of tutoring to ELL’s in elementary schools
Worked with Cobb County Schools Data Collected
Pre/Post survey 2-4 page formal reflection
ELL’s—English Language Learners
•8000+ ESOL students from 131 countries
•81 Major Languages
•Mostly Hispanic students, many lacking native language literacy skills
Cobb County Cobb County School SystemSchool System
Initial Research QuestionsInitial Research Questions
What is the impact of the service-learning internship experience on middle grades TOSS preservice candidates concerning the knowledge about and attitudes toward ELL learners?
How does the amount of time spent in the field experience impact the middle grades TOSS preservice candidates’ knowledge about ELL students, attitudes toward ELL students, and self-efficacy in teaching ELL students?
Added Research Question:Added Research Question:
What is the effect of the experience on the English Language Learners (ELL’s) in the schools?
Quantitative Data: Overview
• Data Collection– Survey Instrument
• 20 items
• Attitude, efficacy, and knowledge
– Pre-experience and post-experience survey
• Data Analysis – Paired-sample T-tests
Findings from Quantitative Analysis
• T-test results item by item (Handout)
• Directions of changes– Expected– Unexpected
• Significance of changes
Knowledge-all gains in expected direction• ELL students learn better if they are not allowed to use their native
language at school 2.71 2.78 • Ell students should be expected to be fluent in English after one year of
ELL Instruction. 2.51 2.61
• I don’t know how to instruct-interact with an ELL student in my class.
3.62 2.99 *• ESOL students should be put in special schools or classes until they have
orally mastered the English language. 2.36 2.51 ____________________*Statistically significant at .05 level.
Knowledge-gains that is statistically significant
• I don’t know how to instruct-interact with an ELL student in my class.
Mean SD Mean SD Difference p value
3.62 1.34 2.99 1.13 0.63 .00*
Efficacy-gain in expected direction
• I am confident as a teacher working with ELL students.
Pretest Mean 3.40
Posttest Mean 3.61
Attitudes: Changes in the Expected Directions
Means
Pre-test Post-test
____________________________________________________________________________________________________________________
It is necessary that all teachers modify their lesson plans for ELL students. 5.09 5.13
Adding ELL students to my class will increase my workload. 4.73 4.71
ELLs should be proficient in speaking English before joining mainstream classrooms.
3.62 3.38
ELL students bring needed diversity to schools. 5.04 5.27
It is the responsibility of ELL students to adapt to American culture and school life. 3.29 3.1
My first response to ELL students would be to give them separate work. 3.14 3.13
Attitudes: Changes confusing us
Means
Pre-test Post-test
---------------------------------------------------------------------------------------------------------------------
I am eager to teach English language learners. 4.24 4.11
I would teach my subject to an exclusively ESOL class. 3.35 2.94*
I am likely to complete the ESOL endorsement. 3.51 3.31
ELLs should remain in separate ESOL track during their
time at our school. 2.33 2.69*
If I have students in my classroom whose 1st language in not English,
I will send him/her to the school’s ESOL teacher. 3.14 3.52 *
I don’t think that our school system should allow ELL students to
participate/attend unless they can speak/understand English. 2.05 2.2 ___________________________________________________________
*Statistically significant at .05 level.
Attitude: Changes that are statistically significant
I would teach my subject to an exclusively ESOL class.
ELLs should remain in separate ESOL track during their time at our school.
If I have students in my classroom whose 1st language in not English, I will send him/her to the school’s ESOL teacher.
Pretest SD Posttest SD p-value
________________________________________
3.35 1.37 2.94 1.29.04
2.33 .904 2.69 1.27.04
3.14 1.14 3.52 1.21.05
Qualitative Results:Emergent ThemesEmergent Themes
1.1. Opened My EyesOpened My Eyes
2.2. Stares at CeilingStares at Ceiling
3.3. Through the Looking GlassThrough the Looking Glass
Opened My EyesTheir eyes were opened… As to how an elementary school
operates To younger students To cultural aspects of schools To feeling what an ELL experiences To misconceptions concerning ELL’s “ ELL’s need to be validated” To the need to help ELL’s As to how frustrated teachers are in
addressing the needs of ELL’s
Opened My Eyes
Before: some thought ELL’s should be immersed in English
After: all conceded their minds had been changed School systems need more resources especially in
regular classroom Best support system ELL’s had was each other Misconception: believing students don’t want to
learn All recognized what a huge barrier language is in
learning even if students speak English fluently
Stares at Ceiling The ELL’s would stare
off at the ceiling, “able to fade”
The most used English phrase of the ELL’s, according to one participant, was, “I don’t know.”
“I could see the blank stares on their faces.”
Stares at Ceiling “The students are
frustrated with learning and the teachers.”
“He [ELL] would tune out and turn off.”
“[Enrico] didn’t want to learn and nobody noticed.”
Stares at Ceiling…
What happened when the participants began interacting with the ELL’s is remarkable. Eyes left the ceiling and the ELL’s warmed up, sharing enlightening conversations, “lighting up” when asked about their own culture.
Lewis Carroll’s Through the Looking Glass There are many mirror
themes, including opposites, time running backwards, general confusion.
Alice ponders what the world is like on the other side of a mirror.
She discovers a book with looking-glass poetry, "Jabberwocky," which she can read only by holding it up to a mirror.
Jabberwocky
`Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:All mimsy were the
borogoves, And the mome raths outgrabe.
According to Alice,
“Somehow it fills my head with ideas—only I don’t exactly know what they are!”
Through the Looking Glass:What the TOSSers Saw
The experience differed widely from school to school.
Some TOSSers worked with the students in the regular classroom; some only in the ESOL classroom; some worked one on one with the students; others only were allowed to observe.
Some worked with experienced tutors; others worked with inexperienced tutors.
Some worked in schools with mostly Hispanic ELL’s; others worked in schools with more diverse ELL’s.
Through the Looking Glass:What the TOSSers Saw Tutors worked on vocabulary
development--point/flash cards (method). In schools with strong ESOL tutors, tutors provided
connection to ELL’s culture and helps ELL’s adjust to challenges.
Generally the TOSSers did not see much if any modification for students in regular classroom. They weren’t critical of the regular classroom teachers for the most part; they seemed to understand their frustration in dealing with the ELL’s.
No differentiation or culturally-responsive teaching strategies in classroom.
Students were immersed in English in regular classroom
Through the Looking Glass:What the TOSSers Felt
The TOSSers’ feelings ran the gamut, from positive and worthwhile to frustrating and discouraged.
One student related that she was “torn over the experience.”
TOSSers felt frustrated on many levels: finding the time to do the experience; getting set up in the schools
Nervous about how ELL’s will succeed in their own classrooms one day.
Through the Looking Glass:What the TOSSers Felt
On the positive side, TOSSers found the experience worthwhile and beneficial.
They enjoyed interacting with the ELL students.
The experience promoted empathy and compassion in the TOSSers.
For the most part, the students felt sad about leaving at the end of the experience; they were sad for the ELL’s and worried that they might not succeed.
Through the Looking Glass:Impact of Experience on TOSSer
The experience had mainly a positive impact on the TOSSers
For a few there were negative influences. Concern about not having an impact on the
ELL’s. Feeling unclear about the best way to teach
ELL’s Feeling unequipped to help the students.
Through the Looking Glass: Impact of Experience on TOSSer
Expressions of having a positive impact were more prevalent.
Will spend extra time helping ELL’s More familiar with how to break down
information for ELL’s. Will modify things for ELL’s Some planned to learn Spanish and become
ESOL certified.
Through the Looking Glass: Impact of Experience on TOSSer
Got over “little kid phobia” working with elementary students.
Will incorporate culturally responsive things Positive about service-learning as a
pedagogy. “Feel overwhelmed but encouraged and
hopeful that I can reach any student!”
Question: List a few things you know about ELL students
Pre Survey Student 04 Response: They pick up oral language
faster than written language Many live in homes where
only one language is spoken Many are stereotyped (all
Asians are smart, etc.)
Post Survey Student 04 Response: ELL students are often
frustrated in class ELL students are sometimes
made fun of by their peers They have the hardest time
writing in English They can often hear and
speak English before they can write and read it
They often have to translate questions/ directions in their head in their native tongue.
Question: List any strategies you know that can help ELL’s in a classroom
Pre Survey Student 35 Response: Using more diagrams or
pictures that show step by step procedures
Post Survey Student 35 Response: Explaining assignments
to them one-on-one, rather than embarrassing them in front of the class
Provide pictures and demonstrations to explain items more clearly
Question: What factors do you think make an ELL ready to join mainstream classrooms?
Pre Survey Student 10 Response: Some have ability to
communicate the spoken and written language
Desire and motivation to learn English
Post Survey Student 10 Response: Passing certain ESOL
checkpoints Improvement in English
LA skills, i.e.. Spelling, speaking, writing, grammar
Enthusiasm and desire to learn and improve
Approval by ESOL supervisor teachers.
Quantitative Results
