Service-learning for students of Spanish: Promoting civic engagement and social justice through an exchange tutoring service
Service-learning courses are designed to promote civic engagement and social justice, and to connect the classroom with the community in an environment of cooperation and mutual interest. In this article, a service-learning course of Spanish at the university level is supported as a reciprocal language exchange between the campus and the community. According to this course proposal, students attend a Latino community site once a week, where their members are tutored in English and American culture, while students are tutored in Spanish and Spanish-speaking culture. This way, service-learning is connected to the Spanish classroom through “Reflection” sessions led by mentors visiting the class periodically. This course was designed so that students would be able to improve their conversation skills in this exchange tutoring service while they are involved with the community by seeing their members as equal peers.
Alonso Marks, E. (2008). Incorporating service-learning in the Spanish classroom: Challenges and solutions. Porta Linguarum:revista internacional de didáctica de las lenguas extranjeras, 9, 157-165.
Astin, A. (1994). Higher education and the future of democracy. Inaugural lecture presented at the first Annual Allan M. Carter Symposium, University of California, Los Angeles.
d’Arlach, L., Sánchez, B., & Feuer, R. (2009). Voices from the community: A case for reciprocity in service-learning. Michigan Journal of Community Service-Learning,16/1, 5-16.
Caldwell, W. (2007). Taking Spanish outside the box: A model for integrating service-learning into foreign language study. Foreign Language Annals,40/3, 463- 471. http://dx.doi.org/10.1111/j.1944-9720.2007.tb02870.x
Carney, T. (2013). How service-learning in Spanish speaks to the crisis in the humanities. Hispania, 96/2, 229-237. http://dx.doi.org/10.1353/hpn.2013.0035
Duncan, D., & Kopperud, J. (2008). Service-learning companion. Boston, MA: Houghton Mifflin.
Enacher, C. (2013) Taking Spanish into the community: A novice’s guide to service-Learning. Hispania, 96/2, 397-408. http://dx.doi.org/10.1353/hpn.2013.0064
Eyler, J. (2001). Creating your reflection map. New Directions for Higher Education, 114, 35-43. http://dx.doi.org/10.1002/he.11.abs
Eyler, J., Giles, D., & Braxton, J. (1997). The impact of service-learning on college students. Michigan Journal of Community of Service-learning,4, 5-15.
Eyler, J., Giles, D., & Schmiede, A. (1996). A practitioner’s guide to reflection in service-learning: Student voices and reflections. St. Paul, MN: National Service- Learning Clearinghouse.
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
Gallini, S. & Moely, B. (2003). Service-learning and engagement, academic challenge and retention. Michigan Journal of Community Service-Learning,10/1,5-14.
Gibson, M., Hauf, P., Long, B. S., & Simpson, G. (2011). Reflective practice in service-learning: Possibilities and limitations. Education & Training 53/4, 284–96. http://dx.doi.org/10.1108/00400911111138451
Hess, D. (1994). The whole world guide to culture learning. Intercultural Press: Yarmouth, ME.
Howard, J. (2001). Service-learning course design workbook. Ann Arbor, MI: OCSL Press.
Kanost, L. (2014). Spanish after service-learning: A comparative study. Journal of Service-Learning in Higher Education, 3, 64-80.
Kaye, C. (2004). The complete guide to service-learning: Proven, practical ways to engage students in civic responsibility, academic curriculum, and social action. Minneapolis, MN: Free Spirit.
Kitzrow, M. A. (1998). An overview of current psychological theory and research on altruism and prosocial behavior. In R. G. Bringle & D. K. Duffy (Eds.), With service in mind: Concepts and models for service-learning in psychology (pp. 19–34). Washington, DC: American Psychological Association. http://dx.doi.org/10.1037/10505-001
Menlo, A. (1993). Preparing students to learn from the experience of community service. In J. Howard (Ed.), Praxis I: A faculty casebook on community service-learning (pp.13-24). Ann Arbor, MI: OCSL Press.
Petrov, L. (2013). A pilot study for service-learning in a Spanish heritage speaker course: Community engagement, identity, and language in the Chicago area. Hispania,96/2, 310-327. http://dx.doi.org/10.1353/hpn.2013.0033
Plann, S. (2002). Latinos and literacy: An upper-division Spanish course with service-learning. Hispania, 85/2, 330-338. http://dx.doi.org/10.2307/4141094
Rosing, H. (2008). Untangling the ivy: Discovering Vincentian service-learning at DePaul University. Vicentian Heritage Journal, 28/2, 221-239.
Slimbach, R. (1995) Revitalizing the liberal arts through service based-learning. Unpublished Manuscript cited in Hale, A. (1999). Service-learning and Spanish: A missing link. In J. Hellebrandt & L. T. Varona. (Eds.), Construyendo puentes (Building bridges): Concepts and models for service-learning in Spanish (pp. 9-31). Washington, DC: American Association for Higher Education.
Smith, B., Gahangan, J., McQuillin, S., Haywood, B., Cole, C. P., Bolton, C., & Wampler, M. K. (2011). The development of a service-learning program for first-year students based on the hallmarks of high quality service-learning and rigorous program evaluation. Innovative Higher Education, 36/5, 317-329. http://dx.doi.org/10.1007/s10755-011-9177-9
Metrics powered by PLOS ALM
Esta revista se publica bajo una Licencia Creative Commons Atribución-NoComercial-SinDerivar 4.0 Internacional
Universitat Politècnica de València
e-ISSN: 1886-6298 http://dx.doi.org/10.4995/rlyla