Task-Based Instruction Service Learning in ESL By June Kauffman, Abdulrahman Ahmed, Binna Kim & Kimberly Brown

Overall Expected Learnings & Final Student Performance Students will research American volunteerism and complete a service learning project which involves the following activities: 1)contacting a non-profit organization 2)setting up and completing a volunteer experience 3)reflecting on the experience via a formal presentation.

General Objectives –Comprehend academic English (spoken & written) –Communicate appropriately in speaking & writing in various contexts –Develop and deliver a formal presentation –Develop greater intercultural competence –Develop confidence in using English for a real & meaningful purpose.

Proficiency Level & Age ACTFL – Advanced or Advanced Plus Adult English language learners Higher education setting –Intensive English Language Program Final language course before full matriculation into university

Targeted Content Knowledge, Language Skills American concept of volunteerism Concept of service learning and non-profit organizations Reading –Research organizations –Content reading (volunteerism in America) Writing –Description of organization and mission and proposal for service project Listening –Academically focused video –Group discussion/academic lecture Speaking –Business communication –Formal presentation –Interpersonal communication –Academic group discussion

Length of Unit & Interdisciplinary Connections Length: –6, 100-minute lessons –Volunteer experience (4 – 6 hours) Interdisciplinary Connections –Business communication –Non-profits –Various social, political, environmental issues –Current events –Internet research

Learning Activities Videos –Volunteerism –Obama’s vision for a nation of volunteers Guest Lecture –Local activist (need for volunteers/non-profits) Group Discussion –Facilitated by Office of Community Service Learning (OCSL) Internet Research –Use OCSL database Proposal Submission –Explanation for service site choice and organization details Volunteer Experience Reflection Presentation

Extension Activities Complete on-going volunteer activity Organize a relevant fundraiser or drive

Evaluation Comprehension guides will be evaluated in class Presentation, written proposal, & participation in group discussion evaluated using holistic rubrics Lecture comprehension evaluated formatively via class discussion

Materials & Teacher Resources Assignment/service learning description Readings on volunteerism Video links & comprehension guides Activist and OCSL contact information Group discussion guide Database instructions Proposal template Final presentation guidelines Computers/video cameras Appropriate rubrics

Lesson 1 Introduction to Service Learning & Volunteerism in America Topic and Objectives: Students are introduced to the task & watch two related videos in order to… At the end of the lesson, successful students will be able to: –Express the basic tenets of volunteerism in America –Predict content –Identify parallel cultural schema and make cross-cultural comparisons in English –Discuss main ideas, supporting details, discourse markers & vocabulary in context –Identify and appraise the relevance of service learning to ESL

A. Procedures/Methods Introduction Begin discussion of volunteer work by asking students about prior experience either in U.S. or home culture Brainstorm a list of why people might volunteer What is service learning? What do you think it is?

B. Development Distribute service learning handout and assignment description Read through the material with the students. Answer any questions Introduce two videos

C. Practice Show two videos QUESTION: WHEN DO STUDENTS RECEIVE THE COMPREHENSION GUIDE? BEFORE OR AFTER WATCHING VIDEOS?

D. Independent Practice Have students complete comprehension guides in pairs/groups.

E. Differentiated Instruction

F. Checking for Understanding (Evaluation) Go over guides as a whole class. Ask each pair/group to contribute an answer. Engage students in discussion –Students will be informally assessed on abilities to answer questions and to contribute insightful, relevant comments to discussion.

G. Closure Engage students in brainstorming activity of social, political, and environmental issues in the U.S. Ask students what they think they might be able to do to help. Homework: reading and comprehension guide; each student thinks of an issue on which he/she would like to focus.

H. Teacher Reflection What worked well in today’s lesson? What needs improvement if this lesson is to be used again at a later date?

Lesson 2 Guest Lecture & Discussion Topic and Objectives: Students hear a lecture from a local activist and participate in ensuing discussion. At the end of the lesson, students will be able to: –Formulate questions which contribute to class discussion –Something about pragmatic use of English??

A. Procedures/Methods Introduction

B. Development Ask students to formulate at least 3 questions throughout the course of the lecture to be used in discussion that follows

C. Practice

D. Independent Practice Open up for discussion

E. Differentiated Instruction

F. Checking for Understanding (Evaluation)

G. Closure

H. Teacher Reflection What worked well in today’s lesson? What needs improvement if this lesson is to be used again at a later date?

Lesson 3 Introduction to Office of Community Service Learning Topic and Objectives Students are familiarized with the OCSL and its resources At the end of this lesson, students will be able to:

Lesson 4 – Site Selection & Script Generation

Lesson 5 – Site Selection Reports

Lesson 6 - Service Learning Reflection Presentations