Exploring World Language Pre-Service Teachers’ Perceptions of Their Service-Learning Experience: An Action Research Project

Abstract

This article focuses on a qualitative action research that explores the alignment of a service-learning project, as an intervention strategy, with course standards in a single multicultural foundation course in the teacher education program at a medium-sized university in Alabama. Findings suggest that the multicultural service- learning experience can help in supporting the achievement of course “diversity-related” outcomes. Implications of this study suggest a foundation for using multicultural service-learning as an instructional method in World Language teacher education, in order to: (1) enhance professional effectiveness; (2) maximize assessment opportunities; and, (3) ensure alignment with the intended program learning outcomes. Implications of this study could, therefore, be of interest to educators and scholars investigating the benefits of service-learning in World Language teacher education.

Keywords: Action research, pre-service teacher self-efficacy, service-learning, world languages

DOI: 10.7176/JLLL/98-01

Publication date:August 31^st 2023