Start Date
6-6-2013 9:30 AM
End Date
6-6-2013 10:40 AM
Description
This paper reports on how a service learning subject for English majors in a university in Hong Kong was developed and piloted. Studies in learning through community service in tertiary education in Hong Kong have shown that students have benefited tremendously (Ngai, 2006; Chan, Lee & Ma, 2009; Lai, 2009; Chan, 2012). Service learning can be defined as “… an active form of teaching and learning in which all involved, namely the students, faculty, community sponsors, mentors, and those served, engage together in activities, that address human and community needs, with structured opportunities designed to promote learning and the development of all.” (Permaul, 2009). It is along these lines that a subject entitled “Teaching English as a Service Learning Experience” was designed for a group of English majors. The aim is to raise students’ awareness of civic engagement and to cultivate their social responsibility through designing English language learning programs to help some members in the community. 22 students and four collaborating NGOs were involved in the pilot run of this subject. These students, under the supervision of the teachers and in consultation with the NGO co-ordinators, designed and delivered some English programmes for their clients, who are mainly children and young adults from under-privileged groups. From students’ feedback through their reflective journals and group report-back presentations, it was evident that students became more aware of their responsibilities for the community. They have also developed a strong sense of empathy for other members in the society. They were glad that they could apply their knowledge in English to help the needy. Some of them have become so “engaged” in serving the community that they continued to help some NGOs to teach English even after the completion of the SL projects. Feedback from the four collaborating NGOs was also positive. They appreciated the service that the students provided and would like to continue the collaboration. One area that needs improvement is that longer time is needed for planning the SL projects. All in all, all parties involved in the pilot run of the subject found that the experience was very valuable. 19
Recommended Citation
Wong, C. S. P., & Wong, D. (2013, June). Teaching English as a service learning experience: The design and implementation of a service learning subject. Paper presented at the 4th Asia-Pacific Regional Conference on Service-Learning: Service-Learning as a Bridge from Local to Global: Connected world, Connected future, Hong Kong and Guangzhou, China.
Included in
Teaching English as a service learning experience : the design and implementation of a service learning subject
This paper reports on how a service learning subject for English majors in a university in Hong Kong was developed and piloted. Studies in learning through community service in tertiary education in Hong Kong have shown that students have benefited tremendously (Ngai, 2006; Chan, Lee & Ma, 2009; Lai, 2009; Chan, 2012). Service learning can be defined as “… an active form of teaching and learning in which all involved, namely the students, faculty, community sponsors, mentors, and those served, engage together in activities, that address human and community needs, with structured opportunities designed to promote learning and the development of all.” (Permaul, 2009). It is along these lines that a subject entitled “Teaching English as a Service Learning Experience” was designed for a group of English majors. The aim is to raise students’ awareness of civic engagement and to cultivate their social responsibility through designing English language learning programs to help some members in the community. 22 students and four collaborating NGOs were involved in the pilot run of this subject. These students, under the supervision of the teachers and in consultation with the NGO co-ordinators, designed and delivered some English programmes for their clients, who are mainly children and young adults from under-privileged groups. From students’ feedback through their reflective journals and group report-back presentations, it was evident that students became more aware of their responsibilities for the community. They have also developed a strong sense of empathy for other members in the society. They were glad that they could apply their knowledge in English to help the needy. Some of them have become so “engaged” in serving the community that they continued to help some NGOs to teach English even after the completion of the SL projects. Feedback from the four collaborating NGOs was also positive. They appreciated the service that the students provided and would like to continue the collaboration. One area that needs improvement is that longer time is needed for planning the SL projects. All in all, all parties involved in the pilot run of the subject found that the experience was very valuable. 19