Abstract
In this chapter, we propose problem-based service-learning (PBSL) as an effective instructional framework to support students with limited or interrupted formal education (SLIFE). Problem-based service-learning instruction fosters literacy development and the skills that SLIFE will need in their future workplaces as identified by the United Nations Educational, Scientific and Cultural Organization (UNESCO) (Education for all 2000–2015, EFA Global Monitoring Report. http://unesdoc.unesco.org/images/0023/002322/232205e.pdf, 2015), the Organisation for Economic Co-operation and Development (OECD) (The future of education and skills. Education 2030: The future we want. https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf, 2018), and the Partnership for 21st Century Skills (Framework for 21st century learning. Definitions. http://static.battelleforkids.org/documents/p21/P21_Framework_DefinitionsBFK.pdf, 2019). As such, the chapter is divided into four main sections proceeding the introduction: (1) PBSL: An introduction; (2) explanation of how to integrate PBSL in the classroom, (3) real-life applications of PBSL in the middle school, high school, and General Educational Development (GED) classrooms; and (4) final thoughts. The primary purpose of this chapter is to showcase the promise of problem-based service-learning for the SLIFE population in providing the development of twenty-first-century skills SLIFE currently need to succeed in their learning environments as well as in their future.
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Notes
- 1.
In this chapter, we use the term adolescents and young adults to refer to students who are between the ages of 13–21.
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Appendix: PBSL Backward Planning
Appendix: PBSL Backward Planning
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Aker, M., Daniel, L.R., Pentón Herrera, L.J. (2022). The Promise of Problem-Based Service-Learning and SLIFE: Building a Future in the Middle School, High School, and GED Classrooms Today. In: Pentón Herrera, L.J. (eds) English and Students with Limited or Interrupted Formal Education. Educational Linguistics, vol 54. Springer, Cham. https://doi.org/10.1007/978-3-030-86963-2_14
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