In:Community Service-Learning for Spanish Heritage Learners: Making connections and building identities
Kelly Lowther Pereira
[Issues in Hispanic and Lusophone Linguistics 18] 2018
► pp. vii–ix
Get fulltext
This article is available free of charge.
Published online: 6 December 2018
https://doi.org/10.1075/ihll.18.toc
https://doi.org/10.1075/ihll.18.toc
Table of contents
Chapter 1.Introduction
1
Introduction to community service-learning for heritage language teaching
1
The foundations of community service-learning
4
Definitions of community service-learning
5
Community service-learning and the ACTFL standards framework
7
Communication
9
Cultures
9
Connections
9
Comparisons
10
Communities
10
The ACTFL standards and HL education
12
The benefits and challenges of community service-learning for HL learners
16
Chapter 2.Service-learning and the language classroom
23
Community service-learning and L2 learners
23
Community service-learning and the HL classroom
26
Chapter 3.Introduction to the current study
33
The current study
33
Rationale
33
Methodology
35
Setting
35
The advanced Spanish for heritage speakers course
37
Data collection
41
Study limitations
43
Chapter 4.Making connections and building identities I: Learner surveys
45
Learner surveys
45
Quantitative findings
45
Participant profile
45
Prior and future participation in community service-learning
53
Satisfaction with community service-learning
55
Strengthening connections to communities
57
Transformational impact
61
Drivers of satisfaction with community service-learning and community connections
63
Conclusions
76
Chapter 5.Making connections and building identities II: Learner reflections
77
Qualitative analysis
77
Qualitative findings
80
Awareness of social, political, and economic issues in the community
80
Community connections
92
Identities
97
Language experiences
102
Personal growth and transformation
110
Discussion
115
Chapter 6.Community Voices
121
Methodology
122
Community partners and liaisons
122
The Center for New North Carolinians
123
The Latino Community Coalition of Guilford
124
Casa Azul
124
The oakwood forest community center
125
The office of leadership and service-learning
125
Building mutually beneficial relationships between communities, faculty, and students
126
The role and impact of the service-learner
129
Cultural and linguistic connections among SHL service-learners and community members
130
Long-term community engagement
132
Knowledge, skills, and leadership
133
Challenges and issues in community service-learning practice
134
Conclusions
136
Chapter 7.Community service-learning course design
139
Fundamentals of community service-learning design
140
Theoretical models of learning that inform community service-learning design
141
“Best practices” for effective community service-learning
147
Reflection
154
Facilitating critical reflection for community service-learning
159
Connecting community service-learning to classroom language learning
168
Developing lasting community partnerships
171
Designing the syllabus
178
Assessment of community service-learning: Tying community service-learning to learning objectives
180
Selection of graded assignments
182
Potential pitfalls and challenges
184
Creating a culture of service
187
Recognition of students’ commitment to community service-learning
187
Creating opportunities for leadership
188
Post-graduation service
190
Sources of additional information
190
Community service-learning
190
Community partnerships
190
Reflection
191
Critical service-learning and social justice
191
Assessment
191
Chapter 8.Looking to the future
193
Strengthening commitments to community engagement
196
Implications and future directions
199
Conclusion
203
References
205
Appendices
215
Index
245
