METHODOLOGICAL SUPPORT DURING SERVICE-LEARNING PROGRAM: THE EXAMPLE OF “SPANISH AT ALAS”
Main Article Content
Abstract
This research explores a methodological support in a service-learning program, with a focus on its perception and reception during the “Spanish at Alas” project. The focus of the teaching process is a task-based foreign language teaching at an early age. We will present the research conducted at the Department of Iberian Studies at the Faculty of Philology in Belgrade, with undergraduate and master students. The research includes two generations of future Spanish teachers, participants in the project who are in the process of initial teacher education. We used a Google Forms survey to collect data. The aim was to show to what extent service-learning contributes to the critical thinking development and encourages reflection about one’s own role in the project, firstly about the teaching process itself, and then about the local community development. The results showed that professional guidance through the lesson preparation and methodological support contributed to overcoming of professional challenges faced by students, to leaving the framework of the traditional approach to teaching, and that the participants of the service-learning program were ultimately professionally empowered.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Bleichenbacher, L., Goullier, F., Rossner, R. & Schröder, A. (2019). Teacher competences for languages in education: Conclusions of the project. Council of Europe, ECML.
Dörnyei, Z. (2003). Questionnaires in Second Language Research: Construction, Administration and Processing. Mahwah, New Jersey/London: Lawrence Erlbaum Associates Publishers.
Ellis, R. et al. (2020). Methodology of task-based language teaching, in Task-Based Language Teaching: Theory and Practice, ed. R. Ellis et al. (Cambridge University Press): 208–240. DOI: https://doi.org/10.1017/9781108643689.013
Ellis, R. (2017). Task-based language teaching, in The Routledge Handbook of Instructed Second Language Acquisition, ed. S. Loewen & M. Sato (New York: Routledge): 108–125. DOI: https://doi.org/10.4324/9781315676968-7
Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research 4 (3): 193–220. DOI: https://doi.org/10.1177/136216880000400302
Hale, A. (1999). Service-learning and Spanish: A Missing Link, in Construyendo Puentes (Building Bridges): Concepts and Models for Service-Learning in Spanish, ed. J. Hellebrandt & L. Varona (New York: Routledge): 9–31. https://doi.org/10.4324/9781003443636 DOI: https://doi.org/10.4324/9781003443636-3
Howard, J., Ed. (2001). Service-learning course design workbook. Michigan Journal of Community Service Learning, Companion Volume. Pristupljeno 10. 6. 2023. URL: <https://eric.ed.gov/?id=ED457774>.
Jansen, H. (2013). La lógica de la investigación por encuesta cualitativa y su posición en el campo de los métodos de investigación social. Paradigmas: Una Revista Disciplinar de Investigación 5 (1): 39–72. Pristupljeno 10. 6. 2023. URL: <https://dialnet.unirioja.es/servlet/articulo?codigo=4531575>.
Jovanović, A. (2023). Chapter 9. A service-learning program for multilingual education at an early age: Tandem teaching experiences, in Handbook of Research on Training Teachers for Bilingual Education in Primary Schools, ed. J. L. Estrada Chichón & F. Zayas Martínez (Hershey, PA: IGI Global): 186–207. DOI: https://doi.org/10.4018/978-1-6684-6179-2.ch009
Jovanović, A. (2024). Educación para la enseñanza de español en la edad temprana: experiencias de un programa aprendizaje-servicio. HispSerb2022: zbornik radova sa trećeg nacionalnog skupa hispanista održanog 9. i 10. aprila 2022. godine. Novi Sad: Filozofski fakultet. U pripremi.
Jovanović, A. & Mastilo, M. (2022). Formación de profesores de ELE para la enseñanza formal de los niños de la edad temprana: el caso de Serbia. Anali Filološkog fakulteta 34 (2): 77–100. doi.org/10.18485/analiff.2022.34.2.5 DOI: https://doi.org/10.18485/analiff.2022.34.2.5
Jovanović, A., Šifrar Kalan, M., Mastilo, M. & Kovač, J. (2022). Profedepeques: La guía para la enseñanza temprana del español como lengua extranjera. Con el prólogo de Jelena Filipović. Belgrado: Asociación de Profesores de Español en Serbia, Facultad de Filología de la Universidad de Belgrado. Pristupljeno 5. 6. 2023. URL: <http://www.profedepeques.apes.edu.rs/>.
Jovanović, A. & Filipović, J. (2013). Spanish teacher education programs and community engagement. Hispania 96 (2): 283–294. DOI: https://doi.org/10.1353/hpn.2013.0056
Raković, S. & Perić Prkosovački, B. (2020). Učenje zalaganjem u lokalnoj zajednici. Novi Sad: Kolping društvo Srbije. Pristupljeno 15. 6. 2023. URL: <https://www.clayss.org.ar/04_publicaciones/SL-EE_SERBIAN.pdf>.
Swick, K. J. (2001). Service-learning in teacher education: Building learning communities. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 74 (5): 261–264. doi.org/10.1080/00098650109599204 DOI: https://doi.org/10.1080/00098650109599204
Vázques López, M. (2009). Aplicaciones prácticas del enfoque por tareas. MarcoELE. Didáctica del español como lengua extranjera. Expolingua 1996 9: 237–262.
Verducci, S. & Pope, D. (2001). Rationales for integrating service-learning in teacher education, in Service-Learning in Teacher Education: Enhancing the Growth of New Teachers, Their Students, and Communities, ed. J. B. Anderson, K. J. Swick & J. Yff (Washington DC: AACTE Publications): 2–18. Pristupljeno 15. 6. 2023. URL: <https://eric.ed.gov/?id=ED451167>.
Willis, J. (1996). A Framework for Task-based Learning. London: Longman.