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Research on studentteachers’ identity (e.g., Atkinson, 2004; Day & Kington, 2008; Wenger, 1998) also stresses the importance of identity development to help students with setting goals and learning (e.g., Olsen, 2008) . Therefore, this qualitative research aimed to investigate STs’ identity development and how identity transfers knowledge to facilitate the learning and teaching processes. This study applied a two-semester community-based learning program involving 40 university students and 50 elementary school students in Taiwan. It was found that negotiating multiple discoursesin diverse social contexts is another dimension of learning sources for student-teachers’understanding of personal values, increasing the awareness of social responsibilities, and fashioning their personal and pedagogical identities. |\n| Article history\u003Cbr>Received: May 15, 2017\u003Cbr>Accepted: July 19, 2017\u003Cbr>Published: August 31, 2017\u003Cbr>Volume: 8 Issue: 4\u003Cbr>Advance access: August 2017 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Second Language Teaching, Community Service Learning, Student-Teachers’ Identity, Social Justice |  |\n\nINTRODUCTION  \nResearchers of second language learning have suggested that L2 learning is not simply a cognitive or linguistic issue, but also a social, political, and cultural one (e.g., Firth & Wagner, 1997; Larsen-Freeman, 2007; Long, 2007; Zuengler & Miller, 2006) . The meaning of learning, as Wenger (1998) pointed out, is a social process and one of transforming one’s ability to participate in the world and to become a valid member of a community. Reflecting Day’s (2002) beliefs about learning, the purpose of learning should be related to real-life tasks to benefit individuals’ learning and to foster their capacity to contribute to society. Therefore, the objective of education is no longer to convey a body of knowledge, but rather to help students with their knowledge to prepare a way to participate in the world and to engage in society.  \nThe community-based learning (CBL) approach, an educational learning concept of linking academic work and communities, is used to place an emphasis on the ways of interacting and collaborating with members of the local learning communities and to signify the importance of creating an atmosphere of collaboration, reflection in learning communities, and its impact on the construction of one’s identity (e.g., Farnsworth, 2010; Julier, 2001; Trent, 2010) . Theoretically, CBL forms one component of teaching programs  \nof which the aim is preparation for teaching and learning in diverse social contexts; it is another dimension of language learning and a potential new set of sources specific to the field of curriculum and teacher education research.  \nIn the teacher education research domain, the concept of identity has been widely used in helping student-teachers (STs) with setting goals (Poupou, 2007; Gee, 2001; Fan, 2013) and with their professional development (Assaf, 2005). Researchers have argued for the influence of identity on STs’development of practice in teaching and learning. As Bullough (1997) stated, teacher educators should help STs develop their professional identity because it will influence their instr","cbCaiosDCgLYpRHq","https://ap.wps.com/l/cbCaiosDCgLYpRHq","pdf",590716,"English","# Article INFO\n## Abstract\n## Article history\n# INTRODUCTION\n## Background on second language learning and identity\n## Community-Based Learning (CBL) and teacher education","[{\"question\":\"What is the purpose of this qualitative study?\",\"answer\":\"The study investigates student-teachers’ identity development and how identity transfers knowledge to facilitate learning and teaching processes.\"},{\"question\":\"How was the community-based learning program implemented?\",\"answer\":\"It used a two-semester CBL program in Taiwan involving 40 university students and 50 elementary school students.\"},{\"question\":\"What role do multiple discourses play in identity development?\",\"answer\":\"Negotiating multiple discourses in diverse social contexts supports student-teachers’ understanding of personal values, awareness of social responsibilities, and the shaping of their personal and pedagogical identities.\"}]","Student-Teachers’ Perceptions of Second Language Teaching in the CBL Program: Identity Construction and Development | PDF",1792067984]