Annie Bultman

EDUC 302/303
October 16, 2015
Professional Literature Section
In order to enrich my depth of knowledge within my field, I have selected the following
articles to critically assess. By establishing a deeper panorama of understanding, I hope to
improve my abilities not only within foreign language pedagogy, but also within teaching
strategies as well. Thus, within the following essay, I will examine a foreign language journal
(Foreign Language Annals) as well as a general teaching article from Education World--a
collaborative forum for educators around the globe. By reviewing these articles, I hope to
familiarize myself not only with professional literature within my field, but also begin to dedicate
myself to further my own education as a teacher.
Beginning with my specific branch of education--foreign language pedagogy, I examined the
concept of service learning within the FL classroom. By reading a 2015 publication of the
Foreign Language Annals, I discovered Michelle Bettencourts article, Supporting Student
Learning Outcomes through Service Learning. Within this scholastic journal, Bettencourt of the
University of North Carolina assesses the value of service learning and community projects for
foreign language acquisition. Through her research, she determines not only the value of service
projects and community involvement for foreign language learning, but she also provides helpful
tips for implementing and assessing these projects.
Firstly, Bettencourts conducted her research by studying university students at the
intermediate Spanish levels. By working with their teacher, she designed and implemented a
project in which the students participated in various service learning activities in Spanish
speaking agencies. Within the project, students could pick between 9 agencies within the
community ranging from placements in bilingual schools to assisted living facilities to medical
centers. Ultimately, Bettencourt and the teacher ensured that the community partners placed the
students in positions in which they were speaking in the TL (target language). In order to assess
the effectiveness of this service learning for meeting the ACTFL community and connections
standards, Bettencourt conducted various assessments including assigning student journals,
facilitating group conversations, and taking multiple surveys throughout the semester. In the end,
the results indicated the positive connection between service learning and student language
learning goals. After a series of surveys and interviews, over 90% of the students involved
indicated that they had improved greatly in their target language and community goals because
of the service learning projects. Thus, Bettencourt concluded that her research provided a strong

case for the positive connection between service learning and foreign language acquisition (2015,
p. 488).
Secondly, Bettencourt provides practical advice for teachers who wish to incorporate
service learning opportunities within their FL classroom. Ultimately, Bettencourt emphasizes the
importance of student-led goals and continuous assessment. Beginning with objectives, the author
recommends that students directly identify their goals within the ACTFL standards. In other
words, they should state their objectives both for language acquisition as well as their hopes for
community involvement. Ultimately, Bettencourt argues that this will provide a deeper sense of
accountability and even success when these goals have been fulfilled (2015, p. 476). Finally,
Bettencourt emphasizes the importance of continuous assessment throughout the service learning
process. By requiring students to maintain a journal and providing weekly surveys and group
discussions, the teacher can receive a steady stream of feedback. Furthermore, she recommends
that the surveys and self-assessment papers be conducted primarily within the TL not only to
receive feedback about the community experiences, but also to assess language development. In
the end, Bettencourt provides a positive outlook for language learners who extend their education
beyond their classroom and into their local community.
As a foreign language educator, I hope to implement these service learning opportunities
within my own classroom. Im a firm believer that authentic relationships and interactions with
native Spanish speakers in the target language is one of the best ways not only to solidify
language acquisition, but also to actively engage, enjoy, and experience the world (and the local
community) around us.
Within my unit this semester, I hope to incorporate the students service learning
requirements within my lesson plans. At South Christian, all students are required to complete at
least 15 hours of community service as well as design and implement a faith-project within their
senior year. By November, students within my classes are not only finding ways to complete
these hours, but the seniors are also specifically finalizing the theme of their faith projects. These
projects ultimately require the student to unite their greatest passion to a volunteer or service task
within the local community. As my teacher, Kate Avila, explained, These projects are also
designed as a way for students to explore potential future vocations (personal interview, 2015).
My unit plan centralizes not only on language objectives (past tense, explanations for time, parts
of the body, expression of feelings, etc.), but also on content objectives (studying real individuals
who worked beyond their physical impairments to bless their community). Thus, in order to
merge these two objectives as well as provide a personal context of meaning, I will design a
writing assignment as well as a discussion activity that requires students to find connections

between the course content and their service learning projects/senior faith projects. Within the
unit, we will be studying individuals who overcame barriers and blessed their communities
through artistic, scientific, and/or relational gifts. By providing such a broad schema for
inspiration, I want students to examine how their language abilities can combine with their other
talents and interests to bless their own community. Thus, within this unit, Las manos y los pies
de Dios (The Hands and Feet of God), I will construct two specific activities that require
students to both write and discuss within the TL how their Spanish skills could be incorporated
directly within their service learning projects.
After examining Bettencourts journal on foreign language pedagogy, I continued my
research by assessing Keith Lamberts take on classroom management. Within his article on
Educationworld.com, English teacher, Keith Lambert, shares his top five secrets for classroom
management. Before sharing these five insights, however, Lambert warns that true classroom
management ...is something that develops slowly throughout a career, constantly in adjustment,
and constantly revised and reworked (2015).
Lambert first emphasizes the importance of meeting the parents. As he explains within the
article, The point is to connect with your parents to set both goals and expectations together,
finding out where your classroom flow meets their home flow (Lambert, 2015). Of course,
within my personal experience as an aide, I will not have the opportunity to interact directly with
the parents of my students. However, by attending teacher staff meetings as well as interviewing
my teacher, I can develop a deeper understanding of my students backgrounds.
Furthermore, Lambert presents his second management tip by saying, Youll never win
(2015). Ultimately, he insists that teachers need to be confident in their teacher role during
confrontations with students. By emphasizing the power of empathy, Lambert explains that
dealing with conflict is not a win-lose power struggle. The teacher must be confident that they are
in a position of authority and then extend empathy to reach the student. This reminded me of my
first interview with Profe Avila in which she explained the importance of displaying kindness, but
also owning the role of authority (personal interview, 2015).
The third point, however, especially relates to my current unit. Within this section of the
article, Lambert explains the importance of planning for success. Ultimately, a detailed lesson
plan that is differentiated and well implemented will be the best tool for sustaining classroom
management. As he explains, Believe it or not, the most powerful method of preventing
classroom disruption before it starts lies in the lesson plan. Nothing beats a well-orchestrated,
timed, UDL-conscious, and engaging lesson to keep students on task and focused (Lambert,
2015). Thus, within my current unit plan, I will need to plan for every moment. I hope to utilize

this third management tip by over-planning. For every lesson, I will create an additional activity
to be used in case the students breeze through the material more quickly than expected.
Ultimately, as a teacher-aide my ability to manage the classroom will be rooted not only in
creating a detailed lesson plan, but also in implementing this plan with confidence.
The fourth tip Lambert provides pertains to finding your voice. Ultimately, he refers to
the teachers ability to establish his/her own teacher persona. He advises that the trick is not only
to be confident, but also to be consistent (Lambert, 2015). During one of our first interactions,
Profe Avila mentioned the importance of developing a teacher persona and owning the role of
being an instructor (personal interview, 2015). Within my unit plan, I want to highlight the role I
have been trying to develop all semester as a confident, empathetic, and obvious teacher.
Finally, Lambert concludes his five tips by encouraging the teacher to know his/her
kids. Beyond expressing a general interest, good teachers strive to know the learning
preferences, prior backgrounds, and personalities of their students. Thankfully, within my
experience as a teacher-aide, I have a front-row seat to observing, leading, and interacting with
my students everyday. Thus, for my specific unit, Ive decided to cater the materials to my thirdhour class. Throughout the semester, I have noticed that this particular group of students respond
well to step-by-step instruction and thoroughly explained content as opposed to consistent
induction. Thus, throughout my explanation of such grammatical concepts as the past tense, the
subjunctive form, etc., I will create a small verbal discussion activity or written game for each
step learned. By allowing the students to experience mastery on a step-by-step level, I hope to
create opportunity for student success within my entire unit plan.
In the end, by studying these articles, I gained not only a deeper perspective on foreign
language pedagogy, but I also established a better understanding of classroom management. By
integrating these principles within my unit plan this semester, I hope not only to encourage
service learning within my instruction, but also develop my teaching persona.

Works Cited
Avila, Kate. Personal interview. 14 Oct. 2015.
Bettencourt, M. (2015, October). Supporting Student Learning Outcomes Through
Service Learning. Foreign Language Annals, 48(3), 474-476.
Lambert, Keith. "Five Essentials for Basic Classroom Managment." Education World . N.p.,
Sept. 2015. Web. 25 Oct. 2015.
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