Community Service-Learning for Spanish Heritage Learners

Making connections and building identities

| UNC Greensboro
HardboundAvailable
ISBN 9789027201119 | EUR 99.00 | USD 149.00
 
e-Book
ISBN 9789027263803 | EUR 99.00 | USD 149.00
 
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.
Publishing status: Available
Table of Contents
Chapter 1. Introduction
1–21
Chapter 2. Service-learning and the language classroom
12–31
Chapter 3. Introduction to the current study
33–44
Chapter 4. Making connections and building identities I: Learner surveys
45–76
Chapter 5. Making connections and building identities II: Learner reflections
77–119
Chapter 6. Community voices
121–137
Chapter 7. Community service-learning course design
139–191
Chapter 8. Looking to the future
193–203
References
204–215
Appendices
217
Index
245
“In this elegantly written book, Lowther-Pereira provides cogent arguments for the enormous value of implementing community-service learning (CSL) in the heritage language classroom. She argues that CSL can play a fundamental role in the heritage language classroom by helping learners develop increased awareness of relevant community issues as well as learn about the complex relations between language, culture, and social structures of power which are difficult to teach in the classroom. Among other things, CSL helps teachers create opportunities for students to meaningfully use the HL, make connections, and validate their linguistic strengths. In order to show the benefits of CSL, the author includes a thorough report of a study conducted to measure its effectiveness both quantitatively and qualitatively. This book is a must for any heritage language teacher who seeks to implement CLS in their classes or any researchers interested in an in-depth review of this timely topic. The author provides step-by-step guidelines for the design and implementation of CLS together as well as best practices that teachers will find greatly beneficial. This book will inform heritage language teachers for years to come!”
“As the number of Spanish heritage language learners continues to increase across the US, educators seek more meaningful ways to engage their interests and abilities in the language and build beneficial relationships with local communities. Lowther Pereira cogently demonstrates how Community Service-Learning achieves these necessary aims and provides us with a blueprint for collective success.”
“This book is must-read for the fields of community service learning and heritage language education. Lowther Pereira has deftly combined a case study with broader implications across different contexts, with important social justice implications for both students and communities.”
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Beaudrie, Sara M.
2020. Towards growth for Spanish heritage programs in the United States: Key markers of success. Foreign Language Annals 53:3  pp. 416 ff. Crossref logo

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Subjects
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching
U.S. Library of Congress Control Number:  2018015617 | Marc record