An Esol Methods Course in a Latino Neighborhood

Bibliographic Data

ID8936288
AuthorsThomas C Cooper (University of Georgia, corresponding author)
Year2002
Volume35
Issue4
Pages414-426
Publication date2002-07-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueForeign Language Annals (JOURNAL)
Journal identifiersISSN: 0015-718X • E-ISSN: 1944-9720
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.1944-9720.2002.tb01881.x
OpenAlexW2117842101
LanguageEN
Citations received4
References cited2

This article describes a model for situating an ESOL methods course in a Spanish‐speaking community. The methods course had two specific goals: (1) to organize ESOL classes for children and adults in a Latino neighborhood that serve as a practicum for university students working for an ESOL teaching endorsement and (2) to include a service‐learning project in the methods course so that the university students can become acquainted with the milieu of the children growing up in a Latino community. While it is not a difficult task to place an ESOL methods course in an ethnic neighborhood, the amount of planning and organization required exceeds to some degree the preparation necessary for a traditional university course held on campus. The rewards, however, far outweigh the extra effort, because the university students benefit from gaining actual ESOL teaching experience as they learn about an ethnic neighborhood, and the community residents benefit from the collaboration between the university and their neighborhood

Community service · Course (navigation · Ethnic group · Mathematics education · Medical education · Pedagogy · Political science · Practicum · Public relations · Sociology · Task (project management · Educational Technology in Learning · Engineering · Multilingual Education and Policy · Psychology · Service-Learning and Community Engagement

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