Enhancing Service-Learning Experiences for International Students: A Reflexive Dialogue between Student and Instructor

Abstract

In this paper, an ESL international student and her instructor engage in a reflexive dialogue (Abma, 2001) to critically explore the student’s service-learning experience. We then conduct an analysis of the experience using critical sociocultural language learning theories (Norton, 1995, 1997, 2000; Norton & Toohey, 2011) and offer pedagogical suggestions for facilitating ESL international students’ linguistic and sociocultural needs during their service-learning experiences. Our discussion may help staff and instructors understand the issues faced by international students who engage in service-learning.