ESL COMMUNITY PARTNER MEMBERS' PERCEPTIONS OF HIGHER EDUCATION SERVICE-LEARNING: A QUALITATIVE STUDY

This qualitative phenomenological study focused on the English as a Second Language (ESL) community partner members’ perceptions of higher education service-learning. The service-learning partnership examined in this study was established between the non-credit community college ESL program and the local university’s Teaching English to the Students of Other Languages (TESOL) program in southern California. In this partnership, non-credit ESL instructors were community partner members who hosted TESOL university students as teacher assistants in their ESL classes. The purpose of this study was to understand the lived experiences of community partner members with the university service-learning program and their perception of reciprocity in the relationship with university service-learning faculty and students. The study also aimed to identify solutions to improve service-learning practices. Twenty non-credit ESL instructors participated in one-on-one structured interviews. They hosted service-learning university students for at least two semesters, which enabled them to contribute perspectives on both hindering and helpful practices. The findings demonstrated the lack of inclusion of community partner members in the service-learning decision-making process. The findings indicated that community partner members, comprised of non-credit ESL instructors, desired direct ongoing communication with the university service-learning faculty. The findings also showed that despite the lack of inclusion and communication, all community partner members considered the service-learning partnership mutually beneficial. Recommendations are provided for improvement in service-learning practices in the future.