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dc.contributor.advisorMargolis, Douglas
dc.contributor.authorAugustin, Kristine
dc.date.accessioned2017-11-11T21:48:32Z
dc.date.available2017-11-11T21:48:32Z
dc.date.issued2017-11-11T21:48:32Z
dc.identifier.urihttp://digital.library.wisc.edu/1793/77245
dc.description.abstractImplementing a socio-cognitive approach to English learning in a localized context means creatively adapting plans to include lessons in the community and the classroom. A complementary approach to traditional approaches in an educator’s toolkit is Community Supported English (CSE). Drawing on ideas from the local foods movement and place-based education, CSE uses local resources and connections to personalize learning for international university students or adult immigrants. Acknowledging the metaphor that the complexity of place metaphorically mirrors the complexity of the English learners challenge means building bridges to the community for the reciprocal benefit of all parties. Place is enhanced by newcomers and the newcomers learn from place-based connections with community partners. Challenges exist in this model, yet the goal for the learners remains an increase in linguistic and social competency while expanding the comfort zone of the classroom to include the community. The learner, instructor, and community benefit from this model in ways that enhance the social cohesion of a particular place. Two ways to implement CSE lessons will be discussed: service learning for language learners and ESL students-as-researchers. The localized focus of this paper includes a unit of month-long academic and pragmatic English lessons within the community of River Falls, Wisconsin.en
dc.language.isoen_USen
dc.subjectplace-based educationen
dc.subjectcommunityen
dc.subjectsocio-cognitive approachen
dc.subjectCommunity Supported English (CSE)en
dc.subjectservice learningen
dc.subjectESL students-as-researchersen
dc.titleCommunity Supported English (CSE)en
dc.typeThesisen


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