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The article examines both benefits and challenges of candidates teaching Spanish in a community center context, with attention to instructional preparation and partner needs.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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service-learning model did the project use for world language teacher candidates?","Question",{"text":62,"@type":63},"Teacher candidates in a world language teacher education course taught Spanish to K-4 students at a local community center as a service-learning experience before their 10-week student teaching.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What challenges does the article say teacher candidates and programs commonly face?",{"text":67,"@type":63},"Candidates may have limited teaching opportunities during practicum, struggle to meet ACTFL oral proficiency requirements, and programs may find it difficult to place candidates in high-quality elementary or secondary settings before student teaching.",{"name":69,"@type":60,"acceptedAnswer":70},"What does the literature review identify as potential benefits and challenges of service learning?",{"text":71,"@type":63},"The review highlights mutually beneficial relationships for students and community partners, bridges 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Hildebrandt  \nIllinois State University  \nAbstract  \nThis article reports on a project designed to provide mutually beneficial solutions to challenges faced by world language teacher candidates, their preparation program, anda local community center. The project provided opportunities for teacher candidates enrolled in a world language (WL) teacher education course to complete clinical experiences through a service learning experience at the center. Teaching Spanish to children from low-income families provided candidates valuable classroom experiences with younger learners. This article explores benefits and challenges of WL teacher candidates teaching Spanish in a local community center.  \nBackground  \nA number of challenges face world language (WL) teacher candidates as they prepare to student teach and graduate. They may do little teaching, too often relegated to observe from the back of the room during pre-student teaching practicum experiences. Additionally, they often struggle to meet the Advanced-Low proficiency on an Oral Proficiency Interview required by the American Council on the Teaching of Foreign Languages (ACTFL)/National Council on the Accreditation of Teacher Education (NCATE) Program Standards for the Preparation of Foreign Language Teachers (2002) . Furthermore, language teacher preparation programs can find it challenging to expose their teacher candidates to high quality elementary and secondary school settings prior to student teaching. Corresponding to the challenges outlined here and presented as a response to these challenges, local community centers struggle at times to provide high quality programs for youth and find volunteers who are able to communicate with parents who may not speak English.  \nThe project described in this article sought to provide mutually beneficial solutions to the aforementioned concerns through a service-learning project. This research was conducted in the context of a WL teacher education course, in which teacher candidates were enrolled and during which they taught Spanish to K-4th graders at a community center, prior to their 10-week student teaching experience. In this article the author describes a pilot study that explores the benefits and challenges related to WL teacher candidates teaching Spanish in a local community center.  \n112 Dimension 2014  \nLiterature Review  \nThere exists a vast literature documenting the benefits and challenges of service learning related to language acquisition, particularly among Spanish students at the postsecondary level (Abbott & Lear, 2010; Caldwell, 2007; Hellebrandt, 2006; Lear & Abbott, 2009; Marks, 2008; Sanders, 2005; Zapata, 2011) . Less robust is the literature related to WL teacher preparation and service learning. With the exception of Gascoigne Lally (2001) and Tilley-Lubbs (2004), few have explored the potentially fruitful connections between WL teacher preparation programs and the larger community.  \nVarious definitions of service learning exist, but this author will use Jacoby’s (1996) definition of service learning as a “form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development” (p. 5) . When done well, service-learning projects can create “mutually beneficial relationships” among universities, students, and community partners (Lear & Abbott, 2009, p. 313) . While service learning connects the subject matter under study, the student, and the outside world (Lisman, 1998), it “is not and cannot be simple charity”(Gascoigne Lally, 2001, p. 54) . Rather, there must be a benefit to the student through additional engagement with the subject matter.  \nThe National Standards for Foreign Language Learning in the 21st century’s (National Standards in Foreign Language Ed","cbCaimim7OiSjzkG","https://ap.wps.com/l/cbCaimim7OiSjzkG","pdf",156284,13,"English","# Abstract\n# Background\n# Literature Review","[{\"question\":\"What service-learning model did the project use for world language teacher candidates?\",\"answer\":\"Teacher candidates in a world language teacher education course taught Spanish to K-4 students at a local community center as a service-learning experience before their 10-week student teaching.\"},{\"question\":\"What challenges does the article say teacher candidates and programs commonly face?\",\"answer\":\"Candidates may have limited teaching opportunities during practicum, struggle to meet ACTFL oral proficiency requirements, and programs may find it difficult to place candidates in high-quality elementary or secondary settings before student teaching.\"},{\"question\":\"What does the literature review identify as potential benefits and challenges of service learning?\",\"answer\":\"The review highlights mutually beneficial relationships for students and community partners, bridges between university and community needs, and skill development, while also noting that challenges can arise when service learning is mandatory or strains resources.\"}]","Mutually Beneficial Service Learning - Language Teacher Candidates in a Local Community Center | PDF",1792091125,33]