Examining the value of a TESOL service-learning study abroad for U.S. pre- and in-service teachers and montenegrin community stakeholders
© 2020 Editorial Board TESL - EJ. All rights reserved. In response to the call to include experiential learning opportunities in our TESOL program and an invitation by a Montenegrin community to collaborate on the establishment of a summer English language institute, we designed and implemented a hybrid service-learning study abroad (SLSA) program which included two weeks spent in Montenegro in 2018 and 2019. This article examines the perceived value of this SLSA program for participating pre- and in-service TESOL teachers from a Midwestern university and EFL learners, educators, and families from the host community. Data from end-of-the program surveys, interviews, focus groups, and observation notes demonstrate an overwhelmingly positive impact on all participants, including program-initiated identity shifts in a number of stakeholders. The data also supports our call for a new, community-focused definition of SLSA that concludes this article.
Tomaš, Z., Van Horn-Gabel, A., & Marnikovic, S. (2020). Examining the value of a TESOL service-learning study abroad for U.S. pre- and in-service teachers and Montenegrin community stakeholders. TESL-EJ, 23(4). https://eric.ed.gov/?id=EJ1242653