Common Ground Books
Common Ground Open
The Arts in Society
Information, Medium & Society
Climate Change: Impacts and Responses
Diversity in Organizations, Communities & Nations
Global Studies
Spaces & Flows
Design Principles & Practices
New Directions in the Humanities
Interdisciplinary Social Sciences
Aging & Social Change
Tourism and Leisure Studies
The Learner
Organization Studies
Religion in Society
Food Studies
Communication and Media Studies
e-Learning and Innovative Pedagogies
Sport & Society
On Sustainability
Technology, Knowledge & Society
World Universities Forum
The Constructed Environment
Health, Wellness & Society
The Image
Science in Society
The Inclusive Museum
Academic Service Learning (ASL) in the Humanities
Views: 169
- Title: Academic Service Learning (ASL) in the Humanities: An Example from an English Department
- Author(s): Fabiola P. Ehlers-Zavala
- Publisher: Common Ground Research Networks
- Collection: Common Ground Research Networks
- Series: New Directions in the Humanities
- Journal Title: The International Journal of the Humanities: Annual Review
- Keywords: Humanities, Academic Service Learning, Teachers of English Language Learners
- Volume: 9
- Issue: 5
- Date: January 20, 2012
- ISSN: 1447-9508 (Print)
- ISSN: 1447-9559 (Online)
- DOI: https://doi.org/10.18848/1447-9508/CGP/v09i05/43216
- Citation: Ehlers-Zavala, Fabiola P.. 2012. "Academic Service Learning (ASL) in the Humanities: An Example from an English Department." The International Journal of the Humanities: Annual Review 9 (5): 1-14. doi:10.18848/1447-9508/CGP/v09i05/43216.
- Extent: 14 pages
All Rights Reserved
Copyright © 2012, Common Ground Research Networks, All Rights Reserved
Abstract
This article offers an example of the integration of academic service-learning (ASL) in the humanities. It specifically relates the case of the integration of ASL in the graduate-level preparation of teachers of English language learners in response to both institutional and professional expectations. It offers a rationale for the adoption of this pedagogy in this particular context as well as key information relevant to any faculty member interested in adopting this pedagogy.
