Kerry Purmensky

Service-Learning for Diverse Communities: Critical Pedagogy and Mentoring English Learners (2nd Edition) provides a foundation for understanding service-learning (SL) practices for those working with English Learners or pre-service teachers who have ELs in their classroom. Through three distinct parts, this text guides the reader through the core values of SL and provides specific examples and models of SL practices with ELs in the classroom and encourages leadership and advocacy in the school community. This book contributes to the understanding of SL models and how this educational approach to learning can enhance understanding of English Learners in the community. In this new edition, there are many critical updates to research practices and application. The book updates all chapters related to pedagogical practices, TESOL Standards, Critical Pedagogy, and Assessment. In addition to updating the TESOL Standards, the WIDA Standards have been added and incorporated into current SL practices. Two additional chapters focus on infusing technology into service-learning, discussing Digital Badging in assessment and Virtual Tutoring models. English learner needs are expanded to include Dual Language as an important model for teaching. The last chapter presents a compelling argument for instructors who utilize service-learning in their classrooms to participate in a service-learning opportunity as a student to gain insight into the student service learning experience.

Service-Learning for Diverse Communities: Critical Pedagogy and Mentoring English Learners (2nd Edition) provides a foundation for understanding service-learning (SL) practices for those working with English Learners or pre-service teachers who have ELs in their classroom. Through three distinct parts, this text guides the reader through the core values of SL and provides specific examples and models of SL practices with ELs in the classroom and encourages leadership and advocacy in the school community. This book contributes to the understanding of SL models and how this educational approach to learning can enhance understanding of English Learners in the community. In this new edition, there are many critical updates to research practices and application. The book updates all chapters related to pedagogical practices, TESOL Standards, Critical Pedagogy, and Assessment. In addition to updating the TESOL Standards, the WIDA Standards have been added and incorporated into current SL practices. Two additional chapters focus on infusing technology into service-learning, discussing Digital Badging in assessment and Virtual Tutoring models. English learner needs are expanded to include Dual Language as an important model for teaching. The last chapter presents a compelling argument for instructors who utilize service-learning in their classrooms to participate in a service-learning opportunity as a student to gain insight into the student service learning experience.

Course Design for TESOL offers a unique approach of integrating curriculum with teaching activities to allow language educators to utilize the text in a variety of courses in a TESOL program. Although the authors assume readers have a basic knowledge of English grammar, this textbook/resource is designed to be comprehensible to those who have not had an SLA or Applied Linguistics course. Because each language skill is discussed in detail in terms of important theories and concepts and actual teaching activities are included, the book can also be used in a Methods course or a combined Curriculum Design–Methods (or Methods and Materials) course. Part I explores the basic language acquisition theories and their influences on current teaching practices in the field. Part II then moves on to the core elements of designing a curriculum or course: conducting the needs analysis, setting of course goals/objectives, designing the syllabus, and writing lesson plans. Part III: Instructional Activities and Assessment Techniques features chapters on the teaching of listening, speaking, reading, writing, grammar, and culture. Within each of these chapters, the authors address the fundamental issues related to the teaching of each skill and then discuss the components of a good activity for that skill (and how to design one), and then offer four sample activities (one for each type of syllabus) and guidance on assessing that skill. The activities can be adapted for use in a variety of classrooms and settings. Part IV addresses contemporary trends—curriculum issues in North America and Europe (standards and educational policy), practices in teaching in Asia (particularly China and Korea), and technology-enhanced learning.