Project

Using arts methods through service learning to increase teachers’ strategies for instruction of language learners

The service-learning project documented in this study researched the benefits of arts in education, effective strategies for instructing English language learners (ELL), and successful service-learning methods in an effort to give educators and prospective educators better skills in working with ELL students in their classrooms. This project was conducted by two graduate students at California State University, Sacramento. The researchers collaborated to create surveys, journal questions, and interview questions as a means of recording the experiences had by members who took part in the service-learning project documented. The researchers worked together to analyze the members’ responses and record the data into tables. 
 From the data evaluated, the researchers discovered that the members of the service-learning project felt uncomfortable and frustrated with the inability to communicate through the use of language. The participants also reported that the use of arts methods in the classroom was very helpful in delivering and communicating content instruction. The participants in this project stated that this service-learning project gave them a better understanding of how ELL students in their own classrooms might feel due to their inability to communicate through the use of language. All but one participant said he or she would take part in another service-learning project like this one. The researchers concluded that the use of arts methods integrated into content instruction is beneficial in conveying knowledge as an alternative form of communication. They concluded that while learning strategies for instructing ELL students, such as gestures and visual aids was helpful, the overall experience of being a language learner was the most important thing they learned, as it helped the participants relate personally to their ELL students in the United States. Finally, the researchers concluded that this service-learning project was successful because the participants learned a great deal about themselves as well as providing services to a community in Nicaragua

Project (M.A., Education (Curriculum and Instruction)) -- California State University, Sacramento, 2010.

The service-learning project documented in this study researched the benefits of arts in education, effective strategies for instructing English language learners (ELL), and successful service-learning methods in an effort to give educators and prospective educators better skills in working with ELL students in their classrooms. This project was conducted by two graduate students at California State University, Sacramento. The researchers collaborated to create surveys, journal questions, and interview questions as a means of recording the experiences had by members who took part in the service-learning project documented. The researchers worked together to analyze the members’ responses and record the data into tables. From the data evaluated, the researchers discovered that the members of the service-learning project felt uncomfortable and frustrated with the inability to communicate through the use of language. The participants also reported that the use of arts methods in the classroom was very helpful in delivering and communicating content instruction. The participants in this project stated that this service-learning project gave them a better understanding of how ELL students in their own classrooms might feel due to their inability to communicate through the use of language. All but one participant said he or she would take part in another service-learning project like this one. The researchers concluded that the use of arts methods integrated into content instruction is beneficial in conveying knowledge as an alternative form of communication. They concluded that while learning strategies for instructing ELL students, such as gestures and visual aids was helpful, the overall experience of being a language learner was the most important thing they learned, as it helped the participants relate personally to their ELL students in the United States. Finally, the researchers concluded that this service-learning project was successful because the participants learned a great deal about themselves as well as providing services to a community in Nicaragua

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