Professionalizing TESOL Professionalizing TESOL Volunteerism, Service Learning, Volunteerism, Service Learning,

and Internshipsand Internships

Lynn Henrichsen, Haley Wiggins, Lynn Henrichsen, Haley Wiggins, and Maryruth Bracy Farnsworthand Maryruth Bracy Farnsworth

TESOL 2004, Long BeachTESOL 2004, Long Beach

Abstract

Volunteers have long been part of TESOL, but service learning and internships are relatively new in TESOL teacher education. Professionalism is a concern when volunteers, service learners, and/or interns teach ESL/EFL. In this session, we will present experience-based suggestions for professionalizing these activities.

Key Concepts and TerminologyKey Concepts and Terminology

Volunteers , volunteerism, Volunteers , volunteerism, andand service service Professionals Professionals andand professionalism professionalism InternsInterns, , internshipsinternships, and , and academic interns academic interns Service-learningService-learning

I. VolunteersI. Volunteers

People who, of their own free will, People who, of their own free will, intentionally choose to do something, intentionally choose to do something, without being compelled to do so. without being compelled to do so.

Volunteers may or may not receive Volunteers may or may not receive compensation, i.e., they may be paid or compensation, i.e., they may be paid or unpaid.unpaid.

Volunteer Service at BYUVolunteer Service at BYU

Natural for Brigham Young University to Natural for Brigham Young University to have a strong volunteer service orientation.have a strong volunteer service orientation.

Volunteer Service at BYUVolunteer Service at BYU

Aims of a BYU education:Aims of a BYU education: “ “Educate the minds and spirits of students within a Educate the minds and spirits of students within a

learning environment that is spiritually learning environment that is spiritually strengthening, intellectually enlarging, and strengthening, intellectually enlarging, and character building, and that leads to a life of character building, and that leads to a life of learning and service.”learning and service.”

Service and Service and Learning at Learning at

BYUBYU• Encouraged and promoted (at the highest levels).

• Support mechanisms institutionalized (Center for Service & Learning, grants, course designations, etc.).

Many Service-Oriented Many Service-Oriented Programs & ActivitiesPrograms & Activities

(A few examples)(A few examples)

Teach for America: College graduates commit to teach in low income communities for two years.

Service to the World: Students serve by making leper bandages, etc.

Operation Smile: Students help medical professionals mitigate the pain and isolation suffered by children born with correctable facial deformities.

Service-Oriented Service-Oriented Volunteer Volunteer

Activities in K-12 Activities in K-12 EducationEducation

TOPS (Tutor Outreach to Provo Schools): Volunteers serve as tutors or mentors for 1-2 hours per week at elementary, middle, and high schools throughout Provo School District.

Why Serve? Why Serve? ((Daily UniverseDaily Universe))

“During these college years, it is easy to think only of yourself; service counteracts this natural tendency in all of us.”

“Sometimes,…when you get everything pressing down on you, you just have to serve to put things back into perspective.”

Why? Because it feels good!Why? Because it feels good!

BYU’s Center for Service and Learning

Volunteers in TESOL: Volunteers in TESOL: The NeedsThe Needs

Large numbers of immigrants and refugees Large numbers of immigrants and refugees in English-speaking countries who have in English-speaking countries who have very limited financial resources and can’t very limited financial resources and can’t afford many ESL courses but need English afford many ESL courses but need English to survive. to survive.

Millions of people abroad who need basic Millions of people abroad who need basic English skills to improve their lives English skills to improve their lives (education, employment) but can’t afford (education, employment) but can’t afford commercial English courses.commercial English courses.

Volunteers: Volunteers: Promises and PerilsPromises and Perils

ProsPros– EnthusiasmEnthusiasm– DedicationDedication– Minimal operating Minimal operating

and personnel costsand personnel costs– Help for those who Help for those who

can least afford itcan least afford it

ConsCons– Zeal without Zeal without

knowledgeknowledge– Lack of Lack of

professionalismprofessionalism

II. ProfessionalII. Professional

Engaged in, or worthy of the high standards Engaged in, or worthy of the high standards of a profession. of a profession.

Profession: A vocation or occupation Profession: A vocation or occupation requiring advanced education and training, requiring advanced education and training, and involving intellectual skills, such as and involving intellectual skills, such as medicine, law, theology, engineering, medicine, law, theology, engineering, teaching, etc. teaching, etc.

Is it possible for Is it possible for volunteersvolunteers to be to be professionalprofessional? ?

In TESOL?In TESOL?

In other fields?In other fields?

A Scary Example of A Scary Example of Nonprofessional Nonprofessional

Volunteer ServiceVolunteer Service

Business management student with no training in medicine who “creates his own adventures to help the less fortunate.”

At medical clinics in Central America, he “had the opportunity to do what he had seen on television…” vaccinating children, suturing wounds, delivering babies.—The Daily Universe, 29 April 2003, p. 3

Professionalism in the Practice of MedicineProfessionalism in the Practice of Medicine

Unauthorized Florida doctor firedUnauthorized Florida doctor fired ““New York—A man posing as a licensed doctor New York—A man posing as a licensed doctor

worked more than three years in emergency rooms and worked more than three years in emergency rooms and performed dozens of complicated procedures, including performed dozens of complicated procedures, including opening up a chest and massaging a heart, authorities opening up a chest and massaging a heart, authorities said. Timothy C. McNamee, 34, graduated from said. Timothy C. McNamee, 34, graduated from medical school and completed a residency at Brooklyn medical school and completed a residency at Brooklyn Hospital but never passed the U.S. Medical License Hospital but never passed the U.S. Medical License Examination, state Attorney General Dennis Vacco said Examination, state Attorney General Dennis Vacco said Wednesday. McNamee, who surrendered Wednesday, Wednesday. McNamee, who surrendered Wednesday, could face four years in prison if convicted of could face four years in prison if convicted of unauthorized practice of a professionunauthorized practice of a profession.” .”

——The Daily UniverseThe Daily Universe, March 27, 1998, p. 2, March 27, 1998, p. 2

Volunteer Service in Other ProfessionsVolunteer Service in Other Professions

Literacy developmentLiteracy development• Literacy Volunteers of America (volunteers Literacy Volunteers of America (volunteers

teach ESL after twelve hours of training)teach ESL after twelve hours of training)• Verizon Literacy University (National Center Verizon Literacy University (National Center

for Family Literacy, ProLiteracy Worldwide)for Family Literacy, ProLiteracy Worldwide)

? Role of volunteers in TESOL???Role of volunteers in TESOL???

Professionalism in TESOLProfessionalism in TESOL A topic of considerable discussion over the years. A topic of considerable discussion over the years. Harold B. Allen. (1981). What it means to be a Harold B. Allen. (1981). What it means to be a

professional in TESOL. In J. McConochie, E. Block, G. professional in TESOL. In J. McConochie, E. Block, G. Brookes, & B. Gonzales (Eds.). Brookes, & B. Gonzales (Eds.). IDIOMatically speaking: IDIOMatically speaking: Selected articles from IDIOM, volumes 1-10. Selected articles from IDIOM, volumes 1-10. New York: New York: NYS ESOL BEA.NYS ESOL BEA.

Joan Morley. (1993/94). The challenges and rewards of Joan Morley. (1993/94). The challenges and rewards of being an ESOL professional. being an ESOL professional. TESOL MattersTESOL Matters, , December/January, 18. December/January, 18.

David Nunan. (1999). So you think that language teaching David Nunan. (1999). So you think that language teaching is a profession (part 1 and part 2). is a profession (part 1 and part 2). TESOL Matters, TESOL Matters, August/September and October/November, 3.August/September and October/November, 3.

Important Aspects of ProfessionalismImportant Aspects of Professionalism

High standards High standards Intellectual skillsIntellectual skills Advanced educationAdvanced education

Another Important Aspect of Another Important Aspect of ProfessionalismProfessionalism

DivisionDivision and and specificationspecification of duties of duties according to according to trainingtraining. People performing . People performing tasks that they have been adequately tasks that they have been adequately prepared to perform. prepared to perform.

Doctor’s office analogy: MD not required Doctor’s office analogy: MD not required for all tasks. Physician’s assistant, nurse for all tasks. Physician’s assistant, nurse practitioner, registered nurse, medical practitioner, registered nurse, medical assistants, receptionists, practical radiology assistants, receptionists, practical radiology technician, etc.technician, etc.

Volunteers and Professionalism Volunteers and Professionalism in TESOLin TESOL

It is possible to divide, specify, and assign It is possible to divide, specify, and assign appropriate teaching duties to interns or service-appropriate teaching duties to interns or service-learning volunteers according to the preparation or learning volunteers according to the preparation or training they have received (and with appropriate training they have received (and with appropriate supervision). supervision).

Applying the doctor’s office analogy: TESOL MA Applying the doctor’s office analogy: TESOL MA required for some but not all teaching activities— required for some but not all teaching activities— e.g., planning a curriculum for a program, e.g., planning a curriculum for a program, deciding on instructional strategies vs. serving as deciding on instructional strategies vs. serving as conversation partners, literacy tutors, etc. conversation partners, literacy tutors, etc.

Volunteers in TESOL:Volunteers in TESOL:Three Key QuestionsThree Key Questions

How can ESL/EFL programs utilizing How can ESL/EFL programs utilizing volunteers be professional? volunteers be professional?

What TESOL functions can volunteers What TESOL functions can volunteers perform? What functions should they not perform? What functions should they not perform?perform?

What types and levels of preparation do What types and levels of preparation do they need for the functions they can they need for the functions they can perform? perform?

Our SolutionOur Solution

Use service-oriented TESOL volunteers Use service-oriented TESOL volunteers appropriately (in targeted, restricted roles).appropriately (in targeted, restricted roles).

Appreciate their enthusiasm, dedication.Appreciate their enthusiasm, dedication. Add professionally sound, targeted, short-Add professionally sound, targeted, short-

term training (in the specific TESOL skills term training (in the specific TESOL skills that they will need in a particular situation).that they will need in a particular situation).

Provide ongoing mentoring and support.Provide ongoing mentoring and support.

III. InternshipIII. Internship

An educational process that integrates classroom study with planned and supervised practical experiences in vocational, educational, or cultural settings. An internship is an extension of regular school programs that allows students to acquire practical skills while applying classroom theory and principles.

Academic Interns in TESOL at BYUAcademic Interns in TESOL at BYU

Graduate or undergraduate students who are enrolled in one of our degree programs and who are doing an internship as a regular part of their TESOL academic program. They receive academic training and credit for this internship, as well as in-service support and supervision while they are doing it. These students are characterized by a long-term commitment to the field and broad preparation for their internship and future career-related activities in TESOL.

IV. Service-LearningIV. Service-Learning ““Service-learning means a method under which Service-learning means a method under which

students learn and develop through students learn and develop through thoughtfully thoughtfully organized serviceorganized service that: is conducted in and meets the that: is conducted in and meets the needs of a communityneeds of a community and is coordinated with and is coordinated with an an institution of higher educationinstitution of higher education, and with the , and with the community; helps foster civic responsibility; is community; helps foster civic responsibility; is integrated into and enhances the academic curriculumintegrated into and enhances the academic curriculum of the students enrolled; and includes of the students enrolled; and includes structured time structured time for students to reflectfor students to reflect on the service experience.” on the service experience.” ——American Association for Higher Education (AAHE): Series on Service-American Association for Higher Education (AAHE): Series on Service-Learning in the Disciplines (adapted from the National and Community Learning in the Disciplines (adapted from the National and Community Service Trust Act of 1993)Service Trust Act of 1993)

Service-LearningService-Learning ““Service-learning seeks to engage individuals in Service-learning seeks to engage individuals in

activities that activities that combine both community service combine both community service and academic learningand academic learning. Because service-learning . Because service-learning programs are typically programs are typically rooted in formal coursesrooted in formal courses (core academic, elective, or vocational), the (core academic, elective, or vocational), the service activities are usually based on particular service activities are usually based on particular curricular concepts that are being taughtcurricular concepts that are being taught.” .” —Andrew Furco, “Is Service-Learning Really Better than Community —Andrew Furco, “Is Service-Learning Really Better than Community Serivce?” in Furco, Andres and Shelley H. Billig, eds., Serivce?” in Furco, Andres and Shelley H. Billig, eds., Service-Service-Learning: The Essence of the Pedagogy.Learning: The Essence of the Pedagogy. Greenwich, CT: Information Greenwich, CT: Information Age Publishing, Inc. 2002, p. 25Age Publishing, Inc. 2002, p. 25

Characteristics of Effective Service-Characteristics of Effective Service-Learning ProgramsLearning Programs

Placement Quality. Placement Quality. Establishment of connections that Establishment of connections that provide productive learning situations for students as well as genuine provide productive learning situations for students as well as genuine resources to the community.resources to the community.

Application. Application. Students can link what they do in the classroom Students can link what they do in the classroom with what they experience in the community, and vice versa.with what they experience in the community, and vice versa.

Reflection. Reflection. Leads to deeper understanding and better Leads to deeper understanding and better application, and to greater use of subject matter knowledge in application, and to greater use of subject matter knowledge in analyzing and solving a problem.analyzing and solving a problem.

Community Voice. Community Voice. A predictor of tolerance, cultural A predictor of tolerance, cultural appreciation, reward in service, valuing a career in service, better appreciation, reward in service, valuing a career in service, better understanding of the community, and identifying with community understanding of the community, and identifying with community partners.partners.

——Excerpted from Eyler, Janet and Dwight Giles, Excerpted from Eyler, Janet and Dwight Giles, Where’s the Learning in Service-Where’s the Learning in Service-Learning?Learning? San Francisco: Jossey-Bass, 1999 San Francisco: Jossey-Bass, 1999

Criteria for Service-Learning Criteria for Service-Learning Courses at BYUCourses at BYU

The service provided by the students is needed by the community.The service provided by the students is needed by the community. The course promotes student reflection on the relationship The course promotes student reflection on the relationship

between the service they render and the academic content of the between the service they render and the academic content of the course.course.

The service experience enhances and in no way undermines the The service experience enhances and in no way undermines the realization of the Aims of a BYU Education.realization of the Aims of a BYU Education.

The service experience is based on principles derived from the The service experience is based on principles derived from the academic discipline.academic discipline.

Academic credit is awarded for learning related to the academic Academic credit is awarded for learning related to the academic content of the course, and not for service alone.content of the course, and not for service alone.

Service recipients participate in the evaluation of the service Service recipients participate in the evaluation of the service provided.provided.

Brigham Young University’sBrigham Young University’s Center for Service and LearningCenter for Service and Learning

““Learn to serve well. Learn to serve well. Serve to learn better.”Serve to learn better.”

Similar centers at other universities: the Lowell Bennion Similar centers at other universities: the Lowell Bennion Community Service Center for Service-Learning and Community Service Center for Service-Learning and Student Service Programs at the University of Utah; the Student Service Programs at the University of Utah; the Service-Learning Clearinghouse at UCLA (see references Service-Learning Clearinghouse at UCLA (see references and Website URLs at end of presentation)and Website URLs at end of presentation)

BYU Center for Service-Learning: Video ExamplesBYU Center for Service-Learning: Video Examples

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International International TESOL TESOL

Service-Learning Service-Learning VolunteersVolunteers

A program that offers A program that offers students interested in students interested in teaching English to teaching English to speakers of other speakers of other languages the languages the placements, tools, skills, placements, tools, skills, and supervision they and supervision they need to have a need to have a successful experience successful experience and truly be of service.and truly be of service.

International TESOL Service International TESOL Service VolunteersVolunteers

Sites inSites in• MexicoMexico• GuatemalaGuatemala• TaiwanTaiwan• MozambiqueMozambique• EcuadorEcuador• ????????

TESOL Service Volunteers at BYUTESOL Service Volunteers at BYU Students in non-TESOL degree programs (e.g., public

health, business, Spanish) who, out of feelings of good will and a desire to serve others, engage in activities intended to help speakers of other languages learn English. They are not pursuing a degree in TESOL although they may have previous experience teaching English. Their commitment to English language teaching is usually short-term in nature, and their involvement in it may be due to the circumstances that they find (or will soon find) themselves in (e.g., living abroad). The training they need for their volunteer experience is narrow and focuses on giving them the skills they will need for specific, limited, structured teaching activities in a particular setting or with a particular set of English-teaching materials.

More Detailed InformationMore Detailed Information

TESOL Interns (Haley Wiggins)TESOL Interns (Haley Wiggins)

TESOL Service-Learning Volunteers TESOL Service-Learning Volunteers (Maryruth Bracy Farnsworth)(Maryruth Bracy Farnsworth)

Overview of Internship ProgramsOverview of Internship Programs

Department of Linguistics and English LanguageBrigham Young University

Haley Wiggins

Three Internship ProgramsThree Internship Programs

Linguistics—Graduate and UndergraduateLinguistics—Graduate and Undergraduate Editing—UndergraduateEditing—Undergraduate TESOL—Graduate and UndergraduateTESOL—Graduate and Undergraduate

Focus on TESOL internsFocus on TESOL interns Undergraduate students enrolled in our Undergraduate students enrolled in our

TESOL minor program TESOL minor program (not TESOL K-12, (not TESOL K-12,

which has its own student-teaching practicum)which has its own student-teaching practicum) New requirement for TESOL minorNew requirement for TESOL minor Purposes, preparation, locations, Purposes, preparation, locations,

supervision, and funding supervision, and funding

PurposesPurposes To help students in the BYU TESOL minor To help students in the BYU TESOL minor

program connect knowledge and skills learned program connect knowledge and skills learned in the classroom to real world settingsin the classroom to real world settings

PurposesPurposes To increase ties between BYU and To increase ties between BYU and

participating ESOL providers (locally and participating ESOL providers (locally and around the world) by providing professional around the world) by providing professional serviceservice

PurposesPurposes To assist English language learnersTo assist English language learners

Preparation of InternsPreparation of InternsTESOL Minor CourseworkTESOL Minor Coursework

Introduction to the English LanguageIntroduction to the English Language Language AcquisitionLanguage Acquisition Methods and StrategiesMethods and Strategies Literacy DevelopmentLiteracy Development Academic Internship Academic Internship (International, Domestic, or Local)(International, Domestic, or Local)

Language TestingLanguage Testing Elective: English Grammar or Elective: English Grammar or Computers and teachingComputers and teaching

Locations for InternshipsLocations for Internships

International (Mexico, Ecuador, Guatemala, International (Mexico, Ecuador, Guatemala, Taiwan, China, etc.)Taiwan, China, etc.)

Domestic (California, Utah)Domestic (California, Utah)

Local (Utah Valley)Local (Utah Valley)

Supervision of InternsSupervision of Interns

International/Domestic:International/Domestic:– On-site facilitatorsOn-site facilitators– On-line connections between students and BYU On-line connections between students and BYU

faculty mentorsfaculty mentors– Periodic site visits by BYU faculty Periodic site visits by BYU faculty

Local: Local: – Students take on-campus courses at same time they Students take on-campus courses at same time they

do internshipdo internship– Faculty supervisors/mentorsFaculty supervisors/mentors– On-site facilitatorsOn-site facilitators

Four Stages of Highly Effective Four Stages of Highly Effective FundingFunding

BeginBegin DevelopDevelop ExpandExpand SecureSecure

Four Stages of Highly Effective Four Stages of Highly Effective FundingFunding

SCALE (Student Coalition for Action in SCALE (Student Coalition for Action in Literacy Education) Literacy Education) (http://www.readwriteact.org/index.html)(http://www.readwriteact.org/index.html)

BYU Academic Internship GrantBYU Academic Internship Grant BYU Mentored Learning Environment BYU Mentored Learning Environment

GrantGrantScholarship for travel/tuition assistanceScholarship for travel/tuition assistance

Site development and maintenanceSite development and maintenance Donor/EndowmentDonor/Endowment

Overview Of TESOL Overview Of TESOL Community Connection Community Connection (Local internship program)(Local internship program)

What are the student requirements?What are the student requirements? How are students placed? (ESOL Providers How are students placed? (ESOL Providers

Network)Network)

What are the local internship What are the local internship requirements?requirements?

50 hours of internship work per credit hour 50 hours of internship work per credit hour (most take 3 credit hours=150 service and training (most take 3 credit hours=150 service and training hours)hours)

Monthly log of hours Monthly log of hours (signed by ESOL Provider)(signed by ESOL Provider)

Regular class throughout the semesterRegular class throughout the semester Reflection exercises Reflection exercises

(http://linguistics.byu.edu/resources/volunteers/TESOLBYU_(http://linguistics.byu.edu/resources/volunteers/TESOLBYU_Home.html)Home.html)

Summary paperSummary paper

How are local interns placed?How are local interns placed?

Interns view site descriptions on our Interns view site descriptions on our internship Websiteinternship Website

http://linguistics.byu.edu/internships.htmlhttp://linguistics.byu.edu/internships.html

Interns indicate top 3 choicesInterns indicate top 3 choices Coordinator assigns internships based on Coordinator assigns internships based on

preference and availability. preference and availability.

ESOL Providers NetworkESOL Providers Network

Adult ESL programs in local school districts, commercial & university intensive English programs

Feedback from InternsFeedback from Interns

International TESOL International TESOL Service-Learning VolunteersService-Learning Volunteers

Maryruth Bracy FarnsworthMaryruth Bracy Farnsworth

““Service-learning is a form of pedagogy coupled Service-learning is a form of pedagogy coupled with experiential opportunities for students to with experiential opportunities for students to focus their intelligence and ideals on real and focus their intelligence and ideals on real and significant needs which exist in the community significant needs which exist in the community and have real consequences.” and have real consequences.” —Kevin Burr—Kevin Burr

““Service-learning is by design an ongoing effort Service-learning is by design an ongoing effort to break down the barriers and build bridges—to to break down the barriers and build bridges—to create a lasting connection between the constantly create a lasting connection between the constantly changing needs of the community and the changing needs of the community and the educational effort to address them.” educational effort to address them.” —Kevin Burr—Kevin Burr

Service + Learning: Service + Learning: The Right CombinationThe Right Combination

Remember: Not all service is service learning. It is the combination of service-oriented activities and academic learning within a designated course (e.g., Ling 377R Basic Training in TESOL) that makes English-teaching volunteer service become service learning. This satisfies the requirement that the nature of the service performed must be connected with the academic purpose of the course and the department that offers it.

Rationale for International Rationale for International TESOL Service-Learning TESOL Service-Learning

VolunteersVolunteers Growing interest among service-oriented Growing interest among service-oriented

students on campus students on campus (non-departmental)(non-departmental)

Growing worldwide demand for English skillsGrowing worldwide demand for English skills Students are going to go abroad and teach Students are going to go abroad and teach

English anyway! English anyway!

Aspects Requiring AttentionAspects Requiring Attention

Program approval and fundingProgram approval and funding Identification and preparation of Identification and preparation of

international sites international sites Preparation of studentsPreparation of students Administration of sites and supervision of Administration of sites and supervision of

students, online and in person students, online and in person

Approval and FundingApproval and Funding

Approval by department, college, Approval by department, college, university, international center, and service-university, international center, and service-learning center learning center

Funding for travel, tuition, etc.; from Funding for travel, tuition, etc.; from departmental strategic planning, college departmental strategic planning, college discretionary funds, university grants, discretionary funds, university grants, donors, eventual endowmentdonors, eventual endowment

SitesSites

Identification (contacts, student interest)Identification (contacts, student interest)

Preparation (investigation, personnel, Preparation (investigation, personnel, standards, and approval) standards, and approval)

Preparation of StudentsPreparation of Students

From outside our TESOL programsFrom outside our TESOL programs Ling 377R Basic Training in TESOL Ling 377R Basic Training in TESOL

– Site-specific trainingSite-specific training– Cultural informationCultural information

Goal: One section for each siteGoal: One section for each site

Teaching Topics AddressedTeaching Topics Addressed Needs assessmentNeeds assessment Situation analysisSituation analysis Lesson planningLesson planning Teacher talkTeacher talk Classroom managementClassroom management Methodology: Language skills/featuresMethodology: Language skills/features Cross-cultural rules of behaviorCross-cultural rules of behavior Assessing learners’ skills (OPIs)Assessing learners’ skills (OPIs) Understanding and responding to students’ errorsUnderstanding and responding to students’ errors Creating, collecting, and adapting materials for Creating, collecting, and adapting materials for

teachingteaching

Major Learning ActivitiesMajor Learning Activities

Observations of ESL/EFL classes Observations of ESL/EFL classes (live and through videos of (live and through videos of classes in volunteers’ target classes in volunteers’ target setting)setting)

Readings and follow-up Readings and follow-up discussionsdiscussions

Creation of a teaching resource Creation of a teaching resource materials filematerials file

Lesson plan creation, sharing, and Lesson plan creation, sharing, and simulated in-class teaching simulated in-class teaching

Reflection journal and exercisesReflection journal and exercises

Feedback from StudentsFeedback from Students

““This has been a good crash-course on This has been a good crash-course on teaching and I feel a lot more prepared than teaching and I feel a lot more prepared than before.”before.”

““We learned some valuable information We learned some valuable information about what to expect in Mexico and how to about what to expect in Mexico and how to have good lesson plans. I’m glad I had this have good lesson plans. I’m glad I had this preparation.” preparation.”

International TESOL Service VolunteersInternational TESOL Service Volunteersin Guadalajara, Mexicoin Guadalajara, Mexico

ConclusionsConclusions Professionalism and volunteerism are not Professionalism and volunteerism are not

necessarily mutually exclusive.necessarily mutually exclusive. TESOL interns and volunteers need TESOL interns and volunteers need

appropriate training, supervision, and appropriate training, supervision, and funding, if professional quality is to be funding, if professional quality is to be maintained. maintained.

TESOL service-learning can benefit TESOL service-learning can benefit academic programs, faculty, TESOL academic programs, faculty, TESOL students, communities, and English students, communities, and English language learners.language learners.

Myths DispelledMyths Dispelled Anyone who speaks English can teach it.Anyone who speaks English can teach it. Everyone who teaches English to speakers Everyone who teaches English to speakers

of other languages needs at least a master’s of other languages needs at least a master’s degree in TESOL. degree in TESOL. (cf. International School of English (cf. International School of English Communication at www.easytefl.com/teflcertificate/index.html)Communication at www.easytefl.com/teflcertificate/index.html)

One size fits all. If you’ve seen (or taught One size fits all. If you’ve seen (or taught in) one program, you’ve seen (or can teach in) one program, you’ve seen (or can teach in) them all. in) them all.

The Best ServiceThe Best Service

““We do the best service when we do We do the best service when we do what we know how to do.” what we know how to do.” —Sandra Rogers, International Vice-President, —Sandra Rogers, International Vice-President, Brigham Young UniversityBrigham Young University

Questions Questions (from the audience)(from the audience) andand Answers Answers (from the panel)(from the panel)

? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ?

Additional ResourcesAdditional Resources The Big Dummy’s Guide to Service-LearningThe Big Dummy’s Guide to Service-Learning

http://www.fiu.edu/~time4chg/Library/bigdummy.html The Colorado Service-Learning Home PageThe Colorado Service-Learning Home Page

http://csf.colorado.edu/sl/ UCLA Service-Learning Clearinghouse ProjectUCLA Service-Learning Clearinghouse Project

http://www.gseis.ucla.edu/slc/ The National Service-Learning ClearinghouseThe National Service-Learning Clearinghouse

http://www.servicelearning.org/ The BYU Center for Service and LearningThe BYU Center for Service and Learning

http://centerforservice.byu.edu Learn and Serve (Corporation for National and Learn and Serve (Corporation for National and

Community Service) Community Service) http://www.learnandserve.org/

Presenter Contact InformationPresenter Contact Information Dept. of Linguistics and English LanguageDept. of Linguistics and English Language

2129 JKHB, BYU, Provo, UT 846022129 JKHB, BYU, Provo, UT 84602http://linguistics.byu.edu/home.html

Lynn Henrichsen Lynn Henrichsen <Lynn_Henrichsen@byu.edu>

Haley WigginsHaley Wiggins<haleywiggins@hotmail.com>

Maryruth Bracy FarnsworthMaryruth Bracy Farnsworth<mrbfarnsworth@att.net>