Community Service-Learning for Spanish Heritage Learners
Making connections and building identities
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.
[Issues in Hispanic and Lusophone Linguistics, 18] 2018. x, 248 pp.
Publishing status: Available
© John Benjamins
Table of Contents
“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!”
Sara M. Beaudrie, Arizona State University
“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.”
Andrew Lynch, University of Miami
“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.”
Kim Potowski, University of Illinois, Chicago
Abbott, A., & Lear, D.
American Council on the Teaching of Foreign Languages
(2012) Performance descriptors for language learners. Retrieved from: https://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf
(1999) Critical pedagogy and service-learning in Spanish: Crossing the border in the freshman seminar. In J. Hellebrandt & L. Varona (Eds.), Construyendo puentes (Building bridges): Concepts and models for service-learning in Spanish (pp. 33–47). Washington, DC: American Association for Higher Education.
Ash, Sarah L., & Clayton, Patti H.
Association of American Colleges and Universities
(2017, March). VALUE: Valid Assessment of Learning in Undergraduate Education. Retrieved from: http://www.aacu.org/value/rubrics.
Astin, A. W., Vogelgesang, L. J., Ikeda, E. K., & Yee, J. A.
Astin, A. W., & Sax, L. J.
Barreneche, G. I., & Ramos-Flores, H.
Batchelder, T., & Root, S.
Beaudrie, S., & Ducar, C.
Beaudrie, S., Ducar, C., & Potowski, K.
Beaudrie, S., Ducar, C., & Relaño-Pastor, A. M.
Beebe, R. M., & De Costa, E. M.
Bennet, J. M., & Bennett, M. J.
Boss, J. A.
Boyle, J. P., & Overfield, D. M.
Bringle, R. G., & Hatcher, J. A.
Bringle, R. G., Hatcher, J. A., & Muthiah, R. N.
(2010) The role of service-learning on the retention of first-year students to second year. Michigan Journal of Community Service Learning, 16(2), 38–49. Retrieved from: http://ginsberg.umich.edu/mjcsl/
(2009) The effects of service-learning on retention: A report to the Northern New England Campus Compact. https://compact.org/resource-posts/the-effects-of-service-learning-on-retention/
Carreira, M., & Kagan, O.
Center for Learning through Service (CELTS) at Berea College
n.d.) Faculty service-learning handbook. Retrieved from: http://www.berea.edu/celts/wp-content/uploads/sites/21/2016/03/CommunityPartnerSLHandbook09.pdf
Center for New North Carolinians
, (n.d.). Community center activities. http://cnnc.uncg.edu/community-centers> (11 April 2017).
, (n.d.). Latino Community Coalition of Guilford. https://cnnc.uncg.edu/latino-community-coalition-of-guilford/ (11 April 2017).
, (n.d.). Mission statement. https://cnnc.uncg.edu/about/> (11 April 2017).
Cress, C. M., Collier, P. J., Reitenauer, V. L.
Cruz, N., & Giles, D.
Draper, J., & Hicks, J.
Dubord, E., & Kimball, E.
Ellis, N. C.
Eyler, J., & Giles, D. E., Jr.
Eyler, J., Giles, D. E., Jr., & Braxon, J.
Eyler, J., Giles, D. E., Jr., & Schmiede, A.
Eyler, J., Giles, D. E., Jr., Stenson, C., & Gray, C.
Eyler, J., & Halteman, B.
(2016b) Incorporating additional varieties to the linguistic repertoires of heritage language learners: A multidialectal model. In M. Fairclough & S. Beaudrie (Eds.), Innovative strategies for heritage language teaching: A practical guide for the classroom (pp. 143–165). Washington DC: Georgetown University Press.
Fairclough, M., & Belpoliti, F.
Finley, A., & McNair, T.
(2013) Assessing underserved students’ engagement in high impact practices. Washington, DC: Association of American Colleges and Universities. Retrieved from: https://www.aacu.org
Fishman, J. A.
Fiske, E. B.
Galini, S., & Moely, B.
Gee, J. P.
. (n.d.). Reflection guides. http://hunger.generationon.org/reflection-guides> (19 April 2016).
Giles, D. E., Jr.
Giles, D. E., Jr., & Eyler, J. S.
Giroux, H. A.
Hatcher, J. A., & Bringle, R. G.
He, A. W.
Hellebrandt, J., & Jorge, E.
Hellebrandt, J., & Varona, L.
Hellebrandt, J., Arries, J., & Varona, L.
Helmer, K. A.
Hornberger, N., & Wang, S.
Isabelli C. A., & Muse, S. D.
Jacoby, B., & Mutascio, P.
Kahne, J, & Westheimer, J.
Kim, S., & Sohn, S.
Kuh, G. D.
Lafford, B., Abbott, A. & Lear, D.
Lave, J., & Wenger, E.
Lear, D., & Abbott, A.
Leeman, J., & Rabin, L.
Leeman, J., Rabin, L., & Román-Mendoza
Leeman, J., & Serafini, E.
(2016) Sociolinguistics for heritage language educators and students: A model for critical translingual competence. In M. Fairclough & S. Beaudrie (Eds.), Innovative strategies for heritage language teaching: A practical guide for the classroom (pp. 56–79). Washington, DC: Georgetown University Press.
Leimer, C., Yue, H., & Rogulkin, D.
(2009) Does service-learning help students succeed? Assessing the effects of service-learning at California State University-Fresno. Fresno, CA: California State University-Fresno, Office of Institutional Effectiveness. Retrieved from: http://www.fresnostate.edu/academics/oie
(2005) Learning the basics of Spanish translation: Articulating a balance between theory and practice through community service. In E. Zlotkowski, J. Hellebrandt, & L. T. Varona (Eds.), Construyendo puentes (Building bridges): Concepts and models for service-learning in Spanish (American Association for Higher Education series on service-learning in the disciplines) (pp. 107–122). Sterling, VA: Stylus Publishing.
Lowther Pereira, K.
Martínez, G., & Schwartz, A.
Mitchell, T. D.
Moll, L., Amanti, C., Neff, D. & González, N.
Moll, L. C., Amanti, C., Neff, D., & González, N.
Mollica, A., Nuessel, F., & Cedeno, A.
Moreno, G., & MacGregor-Mendoza, P.
(2005) Service-learning and language-acquisition theory and practice. In E. Zlotkowski, J. Hellebrandt, & L. T. Varona (Eds.), Construyendo puentes (Building bridges): Concepts and models for service-learning in Spanish (American Association for Higher Education series on service-learning in the disciplines) (pp. 49–60). Sterling, VA: Stylus Publishing.
National Service-Learning Clearinghouse
, (n.d.). Fact sheet. https://www.nationalservice.gov/newsroom/marketing/fact-sheets/learn-and-serve-america> (19 April 2016).
Norton Peirce, B.
Office of Leadership and Service-Learning (OLSL)
, (n.d.). Mission statement. https://olsl.uncg.edu/about/> (11 April 2017).
Otheguy, R., García, O., & Reid, W.
Parker-Gwin, R., & Mabry, B.
Parra, M. L.
Pascual y Cabo, D., Prada, J., & Lowther Pereira, K.
Petrov, L. A.
Phillips, J., & Abbott. M.
(2011) A decade of standards: Impact, influence, and future directions. Retrieved from: https://www.actfl.org/sites/default/files/publications/standards/NationalStandards2011.pdf
Polinsky, M., & Kagan, O.
Potowski, K., & Carreira, M.
Reagan, T. G., & Osborn, T. A.
Rivera-Mills, S. R.
Roca, A., & Gutiérrez, J.
Rodríguez Pino, C., & Villa, D.
(1994) A student-centered Spanish for native speakers program: Theory, curriculum and outcome assessment. In C. Klee (Ed.), Faces in a crowd: Individual learners in multisection programs. American Association of University Supervisors and Coordinators and Directors of Foreign Language Programs Issues in Language Program Direction (pp. 355–373). Boston, MA: Heinle & Heinle.
(2013) Language use in the United States: 2011. American community language survey reports. Retrieved from: http://www.census.gov/prod/2013pubs/acs-22.pdf
Schmidt, A., & Robby, M. A.
Shor, I., & Freire, P.
Steinke, P., & Buresh, S.
Stoecker, R., Tryon, E. A., & Hilgendorf, A.
Toole, J., & Toole, P.
Trujillo, J. A.
Tryon, E., Hilgendorf, A., & Scott, I.
Uehara, D. L., & Raatior, V.
(2016) Pacific islanders in higher education: Exploring heritage language, culture and constructs within a service-learning program. Heritage Language Journal, 13(3), 454–473.
, (n.d.), Mission and history. http://research.uncg.edu/mission-and-history/> (19 April 2016).
, (n.d.). Top Ten Reasons. https://hrl.uncg.edu/do-your-research/top-ten-reasons/> (19 April 2016).
U.S. Census Bureau, Population Division
. (March 2017) Annual Estimates of the Resident Population: April 1, 2010 to July 1, 2013 - United States -- Combined Statistical Area; and for Puerto Rico. Available from http://factfinder.census.gov.
U.S. Department of Education
Retrieved from: http://nces.ed.gov/pubs2008/2008156.pdf
Van Deusen-Scholl, N.
(1999) Raising cultural awareness through service-learning in Spanish culture and conversation: Tutoring in the Migrant Education Program in Salem. In J. Hellebrandt , & L. Varona, (Eds.), Construyendo puentes (Building bridges): Concepts and models for service-learning in Spanish (pp. 123–135). Washington, DC: American Association for Higher Education.
Varona, L. T.
Vogelsgesang, L., & Astin, A.
Vygotsky, L. S.
Wade, R. C.
Ward, K., & Wolf-Wendel, L.
Webb, J., & Miller, B.
Weldon, A., & Trautmann, G.
Wiley, T., Peyton, J. K., Christian, D., Moore, S. K., & Liu, N.
Zentella, A. C.
Zentella, A. C.
Cited by 1 other publications
Beaudrie, Sara M.
This list is based on CrossRef data as of 15 june 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching