Community service-learning for Spanish heritage learners : making connections and building identities / Kelly Lowther Pereira.

Format:

Book

Author/Creator:

Pereira, Kelly Lowther, author.

Series:

Issues in Hispanic and Lusophone linguistics ; 2213-3887 Volume 18.

Issues in Hispanic and Lusophone Linguistics ; Volume 18

Language:

English

Subjects (All):

Service learning--United States.

Service learning.

Heritage language speakers--United States.

Heritage language speakers.

Community and college--United States.

Community and college.

Physical Description:

1 online resource (260 pages).

Edition:

1st ed.

Place of Publication:

Amsterdam ; Philadelphia : John Benjamins Publishing Company, 2018.

Summary:

This book proposes community service-learning as a critical pedagogy that connects learners and communities to address key challenges in heritage language education. The book’s purpose is two-fold: to fill a crucial gap in empirical research on community service-learning in the heritage language context, as well as to provide language educators and practitioners essential guidelines for designing community service-learning courses, with particular attention paid to the characteristics and needs of Spanish heritage language learners. This book presents compelling evidence demonstrating the central role community service-learning plays in developing heritage language learners’ identities, connections to the heritage language community, language attitudes, and social, cultural, and sociolinguistic awareness. Importantly, this book also addresses the often-overlooked perspectives of community partners and liaisons. As the first original research monograph on community service-learning for Spanish heritage language learners, this pioneering book will undoubtedly aid students, instructors and administrators across all levels of language education.

Contents:

Intro

Community Service-Learning for Spanish Heritage Learners

Editorial page

Title page

Copyright page

Dedication page

Table of contents

1. Introduction

Introduction to community service-learning for heritage language teaching

The foundations of community service-learning

Definitions of community service-learning

Community service-learning and the ACTFL standards framework

Communication

Cultures

Connections

Comparisons

Communities

The ACTFL standards and HL education

The benefits and challenges of community service-learning for HL learners

2. Service-learning and the language classroom

Community service-learning and L2 learners

Community service-learning and the HL classroom

3. Introduction to the current study

The current study

Rationale

Methodology

Setting

The advanced Spanish for heritage speakers course

Data collection

Study limitations

4. Making connections and building identities I

Quantitative findings

Participant profile

Prior and future participation in community service-learning

Satisfaction with community service-learning

Strengthening connections to communities

Transformational impact

Drivers of satisfaction with community service-learning and community connections

Conclusions

5. Making connections and building identities II

Qualitative analysis

Qualitative findings

Awareness of social, political, and economic issues in the community

Community connections

Identities

Language experiences

Personal growth and transformation

Discussion

6. Community voices

Community partners and liaisons

The Center for New North Carolinians

The Latino Community Coalition of Guilford

Casa Azul

The Oakwood Forest Community Center

The Office of Leadership and Service-Learning.

Building mutually beneficial relationships between communities, faculty, and students

The role and impact of the service-learner

Cultural and linguistic connections among SHL service-learners and community members

Long-term community engagement

Knowledge, skills, and leadership

Challenges and issues in community service-learning practice

7. Community service-learning course design

Fundamentals of community service-learning design

Theoretical models of learning that inform community service-learning design

"Best practices" for effective community service-learning

Principle 1: Academic credit is for learning, not for service

Principle 2: Do not compromise academic rigor

Principle 3: Establish learning objectives

Principle 4: Establish criteria for the selection of service placements

Principle 5: Provide educationally-sound learning strategies to harvest community learning and realize course learning objective.

Principle 6: Prepare students for learning from the community

Anchor 167

Principle 8: Rethink the faculty instructional role

Principle 9: Be prepared for variation in, and some loss of control with, student learning outcomes

Principle 10: Maximize the community responsibility orientation of the course

Reflection

Facilitating critical reflection for community service-learning

Connecting community service-learning to classroom language learning

Developing lasting community partnerships

Tip 1. Identify course objectives for learning and service and community needs to find a g

Tip 2. Make the most of resources and opportunities provided by the community service-learning or community engagement office at your institution

Tip 3. Consider the type of commitment you are willing to make and make placements meaningful

Tip 4. Communication is key.

Tip 5. Strive for compatibility and relevant, meaningful placements

Tip 6. Determine how you will evaluate the success of your partnership

Designing the syllabus

Assessment of community service-learning

Tying community service-learning to learning objectives

Selection of graded assignments

Potential pitfalls and challenges

Creating a culture of service

Recognition of students' commitment to community service-learning

Creating opportunities for leadership

Post-graduation service

Sources of additional information

Community service-learning

Community partnerships

Critical service-learning and social justice

Assessment

Looking to the future

Strengthening commitments to community engagement

Implications and future directions

Conclusion

References

Appendix A. SPA 302 SYLLABUS ADVANCED SPANISH FOR HERITAGE SPEAKERS/ESPAÑOL AVANZADO PARA ESTUDIANTES DE HERENCIA

Appendix B. Questionnaire

Appendix C. Service-Learning Log

Appendix D. Civic Engagement Value Rubric

Definition

Framing Language

Glossary

Index.

Notes:

Description based on print version record.

ISBN:

9789027263803

9027263809