SERVICE LEARNING AT THE

TUXTLA LANGUAGE SCHOOL

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SERVICE LEARNING AT THE

TUXTLA LANGUAGE SCHOOL
M. en Ed. Ana Mara Elisa Daz de la Garza
M. En Ed. Ma. Eugenia Serrano Vila
Escuela de Lenguas Tuxtla
Universidad Autnoma de Chiapas (UNACH)
amediaz57@hotmail.com marusvila@hotmail.com

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AGENDA
Introduction
Theoretical Framework
Methodology

Results
Conclusions & Implications for the Future

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* This presentation explores the three stages of

service learning conducted at the Tuxtla
Language School in the Spring Term of 2010
(Jan May) and is a continuation of the initial
stage presented at the ENEL in Tlaxcala in
March 2010 & the intermediate stage presented
at the Congreso de Investigacion Educativa at
the UNACH in April 2010.

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INTRODUCTION
Currently social, economical,
political,
demographic,
&
cultural realities have forced
Mexico to reflect on the mission
& organization of education.

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 Recently many Mexican universities have

redesigned the curriculum in EFL Teacher
Training Programs in an effort to develop
professional competencies & provide trainees
with the KAS to succeed in the workforce as
well as to ensure that teacher training remains
responsive to the changes taking place in
Mexico & meet the educational needs of
society in relevant, critical & creative ways.

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Theoretical Framework

Community service programs are a

perfect opportunity to provide
trainees with real-life situations
where they can apply what they
have learned in the classroom to
the real world.

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 Our new academic program El Servicio Social

en la Escuela de Lenguas Tuxtla: Unidad
Acadmica seeks to integrate teaching,
investigation & community outreach programs by
identifying problems & finding solutions which
will help to elevate the quality of education in the
state of Chiapas.

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ABCD Objective
Audience:
Program.

Trainees in 8th semester of the LEI

Behavior: Development of trainees KAS regarding

Service Learning & development of professional
competencies.
Condition: Selecting, designing,
evaluating their service activity.

implementing

&

Degree: Encourages relevancy & sustained interest

within community settings & fosters
reflective practices.
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Audience

8th semester LEI Trainees

KAS the Service Learning

project addresses

Professional competencies to
succeed in the workforce

Outcome of this Project

Address social problems within

vulnerable social groups in an
attempt
to
foster
civic
responsibility,
experiential
learning & reflective practices.

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In accordance with international recommendations

from UNESCO & the OCDE, the UNACH is
fostering
Service
Learning
to
develop
undergraduates
competencies
&
the
development of intellectual & social capital. The
American Association of Community Colleges
(AACC) defines service learning as combining
community service with academic instruction,
focusing on critical, reflective thinking as well as
personal & civic responsibility. (Prentice &
Robins 2010: 1)

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 In 2010 Service Learning became part of

the TESOL Teacher Training Program
study program (Lic. En la Enseanza del
Ingls: LEI) for the first time at the Tuxtla
Language School (it was previously only
an administrative requirement)
&
is
conceived principally as a formative,
academic activity & not just a bureaucratic
requisite.

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 Prentice & Robins (2010: 2) point out that

service learning provides students with
experiences that can be linked back to course
content, so that they gain both of what Hussey &
Smith (2002) note as:
Knowledge that (knowledge of facts, rules,
procedures)
Knowledge how (learned skills & abilities).

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COURSE OBJECTIVES

Provide support to LEI trainees solving social

problems within vulnerable social groups.
Foster a constructivist approach to develop KAS
regarding personal & professional goals as well
as reflective skills.
Provide an opportunity for Trainees to conduct a
research project with the support of their
Teacher Trainer & Academic Advisor.

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COURSE LAYOUT

1. Induction & Project Design (2 weeks

Tuxtla Language School)
2. Project Development (480 Hrs)
3. Evaluation (Reflections, Reports,
Portfolio, Service Learning Forum where
Trainees share their experiences with
Trainees & Faculty)

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Reasons for Implementing this Project

We have noticed that in prior cohorts service

learning has not met the needs of Trainees to
develop professional competencies. In many
cases community service providers are
considered free labor and often end up making
photocopies or answering the phones for their
480 hour requirement. As Service Learning
Coordinator & advisors we hope that this new
academic unit will act as a bridge between
Trainees being students of teachers to
becoming teachers of students.
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Benefits

To develop professional competencies as

well as to integrate teaching, investigation
& community outreach programs by
identifying problems and finding solutions
which will help to elevate the quality of
education in the state of Chiapas.

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Advantages/Benefits
Obtain a real world learning experience
Learn new skills
Meet people in the community from different
backgrounds
Explore career options
Make a difference in the community by sharing
their skills & talents
Connect with the community

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Challenges
Many public institutions resist allowing service learners
to teach groups
INSETs may feel threatened by Trainees who have had
the opportunity to receive Teacher Training in ESOL
since many of them are not qualified but were in the right
place at the right time when teaching positions were
available.
Trainees may face problems in dealing with class
management & school cultures.

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Addressing Challenges

Through reflective practices Trainees were

usually able to deal with the difficulties of
working in real settings with multiskilled
large groups.
In addition, our Teacher Training Program
has provided our Trainees with the KAS to
be flexible & be able to deal with & solve
problems effectively.

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Time Frame

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Induction

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Life Skills Are Developed

Interpersonal skills
Intrapersonal skills
Negotiation Skills
Communication Skills
Collaboration Skills

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Preparation to
learn
while serving

Reflection through structured

opportunities
created to think, talk, & write
about the service experience

Meaningful
contributions
to the community

Evaluation/Assessment
with constructive feedback
providing information on
community & student outcomes
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METHODOLOGY

Quantitative & Qualitative methodologies

3 Quantitative instruments
(initial/intermediate & final report)
3 Qualitative instruments (reflections) were
also developed to explore the impact of
service learning on Trainees competencies

25

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Instruments
Q #1

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Instruments
Q#2

27

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Instruments
Q#3

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REFLECTIONS
#1 The Mirror

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REFLECTION # 2 THE MICROSCOPE

Makes the Small Experience Large
What happened? Describe your experience.
What would you change about this situation
if you were in charge? What have you
learned about this institution, these people,
or the community? Was there a moment of
failure, success, indecision, doubt, humor,
frustration, happiness, sadness? Do you feel
your actions had any impact? What more
needs to be done?

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REFLECTION # 3 THE BINOCULARS

Makes What Appears Distant, Appear Closer
From your service experience, are you able to
identify any underlying or overarching issues
which influence the problem? What could be
done to change the situation? How will this
alter your future behaviors/attitudes/and
career? How is the institution where youre
serving impacted by what is going on in the
larger political/social sphere? What does the
future hold? What can be done?

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Participants

16 Trainees.
10 Public Institutions throughout
Chiapas
1 Project Coordinator & Teacher Trainer
8 Academic Advisers
1 Research Assistant

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Public Schools in Chiapas

Location
TGZ. &
Outskirts

Elementary
School
2

Jr. High School

1

High School
2

Other
UNACH
Municipal
Tourism
Office
Cultural
Center
providing
ELT to the
visually
handicapped

Tapachula
Tonala

1
1

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Centro Cultural Jaime Sabines

Clases for the Visually Handicapped

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Escuela Primaria Ruben M. Rincon

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Primaria Belisario Domnguez. Suchiapa, Chiapas

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Secundaria Profesor Ramn E. Balboa, Tonal

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Escuela Secundaria Del Edo. Jorge Tovilla Torres

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Escuela Preparatoria Tapachula

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Preparatoria #3, Copoya

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Preparatoria Lic. Salomn Gonzlez Blanco, Berriozbal

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Capacitacin a Prestadores de Servicios

Tursticos, TGZ

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ELT UNACH

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RESULTS

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KAS DEVELOPMENT

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Reflection 1: The Mirror

SS mention challenges adapting to school
cultures.

Trainees have identified possible tasks which

they feel will develop learners KAS.

Reflection 2: The Microscope

Trainees mention that they are feeling more
comfortable adapting to each school & have more
confidence developing their projects.
Trainees adapt their projects to the needs &
wants of each institution.

Trainees develop KAS & VABs acquired during Trainees test their problem solving skills & face
ITT & admit to feeling challenged addressing ups & downs during their
issues such as class management, dealing with SL.
large groups & multiskilled learners.
Trainees identify the resources they will be
working with throughout their SL as well as
school policies to follow.

In some cases the institutions have provided the

proper support ; however some institutions have
seen Trainees as free labor.

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Reflection The Binoculars

Subject A
Subject B
Subject C
Subject D
Subject E

Target population which frecuently skips classes causes a

great deal of distress.
Has faced no major challenges except for having spent a
great deal of her own money on didactic materials.
Has noticed that INSETs are valuable as mentors but is
worried about developing his action research project.
Has had to find alternatives to be a successful educator due
to school policies but advancing in research project. Feels
very confident as an English Teacher.
Is currently not providing EFL Lessons due to school policies
and is preparing didactic materials instead. Failing students
who attended private tutoring sessions were finally successful
in passing their extraordinary exams but admit that they do
not feel their learning is significant.

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rd
3

SL FORUM May 25, 2010

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Conclusions
Currently social, economical, political,
demographic, & cultural realities have
forced Mexico to reflect on the mission &
organization of education. Teacher
training programs must prepare future
teachers to accomplish their duties as
professionals, for the benefit of all Ss.

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Implications for the Future

Service Learning as an academic unit

seeks to develop Trainees social
conscience (SEP, 2007: 29). If properly
carried out it is an ideal opportunity to
scaffold learners competencies
development during the three stages of
planning, implementation & evaluation.

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Conclusions
In the 6 month period of this investigation it has
provided varied, unique, & sometimes unexpected
opportunities for Trainees to practice applying their
newly acquired academic knowledge to solve
problems in complex real-world situations.
Repeatedly, Trainees commented that, because of
service learning, they believed they were more
prepared to be successful in their careers in the
future & that they are now more aware of the reality
of the complexity of surviving & thriving
in public educational institutions.
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Questions,
Comments,
Suggestions

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