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Service-Learning as a Pedagogy to Promote the Content, Cross-Cultural, and Language-Learning of ESL Students
Abstract
This article describes the incorporation of service-learning in a sheltered-content course called American Society for Japanese college sophomores studying in the United States. By engaging students in activities designed to address community needs, service-learning holds great promise for furthering cognitive knowledge, cross-cultural awareness, and language competences. After profiling the academic program, a definition of service-learning is provided along with a review of the preparatory steps leading to a weekend of service. The exercises developed to help students make sense of their firsthand experiences and a critique of this instructional activity round out this discussion.