Intercultural Service Learning : Theory, Practice and Assessment.

Format:

Book

Author/Creator:

Rauschert, Petra.

Contributor:

Alexander, Jacqueline.

Language:

English

Subjects (All):

Service learning--Study and teaching.

Service learning.

Cultural relations.

Language and languages--Study and teaching.

Language and languages.

Citizenship--Study and teaching.

Citizenship.

Service learning--Philosophy.

Education and globalization.

Physical Description:

1 online resource (303 pages)

Edition:

1st ed.

Place of Publication:

Bristol : Multilingual Matters, 2025.

Summary:

This book provides a much-needed overview of the theory and practice of intercultural service learning, an approach that combines curricular learning, intercultural encounters and community service. It includes a model that outlines this pedagogy and which is intended to serve as a foundation for practitioners developing their own projects.

Contents:

Cover

Half Title

Series Page

Title Page

Copyright Page

Dedication

Contents

Tables

Figures

Authors

Acknowledgments

Abbreviations

Student Voices

Foreword

Introduction

ISL as Critical and Transformative Pedagogy

Aims, Genesis and Structure of the Book

Part 1: Intercultural Service Learning - Concepts and Standards

Part 2: Theoretical Frameworks

Part 3: ISL in Practice - Ideas, Examples and Evaluation

Part 4: Assessing ISL Projects

References

Part 1: Intercultural Service Learning (ISL) - Concepts and Standards

Chapter 1.1: Interculturality in the Foreign Language Classroom

Intercultural Competence as Learning Objective

Interculturality, Multiculturality and Transculturality

Expanding the Paradigm: Intercultural Education in the Context of Civic Learning

Internationalism

Challenges

Chapter 1.2: Defining Intercultural Service Learning

Chapter 1.3: Quality Standards

Chapter 1.4: Effects and Potential of ISL

Benefits for Students

Cognitive/academic impact

Personal impact

Civic impact

Benefits for Teachers and Schools

Benefits for the Community

Chapter 1.5: Critical Perspectives

Challenges within the 'Learning' Dimension

Challenges within the 'Service' Dimension

Chapter 1.6: Pedagogies Related to ISL

Global Education

Global Citizenship Education

Ecopedagogy

Digital Citizenship Education

Intercultural Citizenship Education

Chapter 2.1: Integrating ISL and Intercultural Citizenship Education

Chapter 2.2: A Comprehensive Model of Intercultural Service Learning in Foreign Language Education

Curricular Content

Intercultural Encounters

Service.

At the Intersections of the Three Main ISL Domains: Structured Reflection and (Self-Induced) Action

Structured reflection

Criticality

Understanding

(Self-induced) action

Civic-mindedness

Culturally sensitive behavior

Democratic Competences

Knowledge

Skills

Attitudes

Values

Chapter 2.3: Structuring ISL Projects

Framing

Investigation

Planning and Preparation

Action

Demonstration

Reflection

Part 3: ISL in Practice: Ideas, Examples and Evaluation

Chapter 3.1: ISL Type I (Within One Country)

3.1.1 Global Peace Path

Project Synopsis

Project Description

Learning objectives

Timeframe

Project participants and partners

Planning and preparation

Project Evaluation and Findings

Research instruments and data analysis

Results

Knowledge and critical understanding

Conclusion

Appendix​ ​

Notes

Chapter 3.2: Around the World in 30 Recipes

Timeframe of the project

Demonstration/celebration

Adaption for an elementary school - 'Home is where my heart is'

Chapter 3.1.3: Museum Project

Action and demonstration.

Stage 1: Acquiring knowledge about cultural products and events that can be exhibited in the museum

Stage 2: Developing attitudes of openness and interest in the partner group

Stage 3: Using skills of discovery and interaction to learn more about the partners' culture

Stage 4: Developing criticality through civic action

Chapter 3.2: ISL Type II (Between Countries)

Methodology: Journalistic Writing to Foster Intercultural Competence in the EFL Classroom

Planning and preparation: Establishing an editorial system

Chapter 3.2.2: Students Training Managers

Learning objectives and timeframe

Appendix

Guided interview: Questions for the longitudinal study (translated from German)

Chapter 3.2.3: Wiser Decisions - An Ecopedagogical Approach Based on Literature

Learning Objectives

Context

Amitav Ghosh's The Hungry Tide

Current issues

Mining in the Hambach Forest

Tourism in the Sundarbans

Project Description: Linking the Project to the RFCDC

Curricular content

Project participants

Investigation.

Planning and preparation

Stage one: Discover about 'us' and prepare for 'them'

Stage two: Present 'us' to 'them' and compare

Action and demonstration

Stage three: Work together - in 'us and them' groups

Stage four: Focus again on 'us' and act in our community

Appendix​

Note

Chapter 4.1: Assessing Learning in ISL Projects - General Considerations

Aspects to Consider

The Importance of Student Self-Assessment

The Assessment Process

Assessment of the Project

Chapter 4.2: Assessing Intercultural Citizenship Competence

Behavior

The Intercultural Citizenship Competence Assessment Rubric

Types of assessment

Chapter 4.3: Assessing Democratic Competences in ISL Projects

The Reference Framework of Competences of Democratic Culture (RFCDC)

Validated and scaled competence descriptors

Assessment Based on the RFCDC

Teacher assessment

Project-based assessment example: Global Peace Path

Self-assessment

Dialog-based self-assessment example: Students Training Managers

Activity-based self-Assessment example: Wiser Decisions

Portfolios and e-portfolios

Challenges and Limitations of the Tool

Concluding Remarks

Glossary

Index.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

1-80041-427-7

1-80041-428-5

OCLC:

1518283300