Community Service-Learning for Spanish Heritage Learners

Making connections and building identities

Editor

Kelly Lowther Pereira | UNC Greensboro

Hardbound – Available

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.

[Issues in Hispanic and Lusophone Linguistics, 18] 2018. x, 248 pp.

Publishing status: Available
Published online on 27 November 2018

https://doi.org/10.1075/ihll.18

Table of Contents

Chapter 1. Introduction | pp. 1–22

Chapter 2. Service-learning and the language classroom | pp. 23–32

Chapter 3. Introduction to the current study | pp. 33–44

Chapter 4. Making connections and building identities I: Learner surveys | pp. 45–76

Chapter 5. Making connections and building identities II: Learner reflections | pp. 77–120

Chapter 6. Community voices | pp. 121–138

Chapter 7. Community service-learning course design | pp. 139–192

Chapter 8. Looking to the future | pp. 193–204

References
SPA 302 SYLLABUS ADVANCED SPANISH FOR HERITAGE SPEAKERS/ESPAÑOL AVANZADO PARA ESTUDIANTES DE HERENCIA
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: for more information, please contact [email protected]
Index

“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

Cited by (8)

Cited by eight other publications

Order by:

Guerrero-Rodriguez, Paola, Diego Pascual y Cabo & Josh Prada

2024. When heritage speakers study in their heritage countries. Study Abroad Research in Second Language Acquisition and International Education 9:1 ► pp. 1 ff.

Lafford, Barbara A.

2024. Chapter 11. Spanish for specific purposes in the United States. In Recent Developments in Hispanic Linguistics [Issues in Hispanic and Lusophone Linguistics, 41], ► pp. 268 ff.

Manizza Roszak, Suzanne

2024. Elizabeth Acevedo, Laura Esquivel, and the Politics of Multilingualism. Neophilologus 108:4 ► pp. 593 ff.

Beaudrie, Sara

2021. Curricular and Programmatic Language Development Opportunities for University-Level Heritage Language Learners. In The Cambridge Handbook of Heritage Languages and Linguistics, ► pp. 803 ff.

Gasca Jiménez, Laura & Sergio Adrada-Rafael

2021. Understanding Heritage Language Learners’ Critical Language Awareness (CLA) in Mixed Language Programs. Languages 6:1 ► pp. 37 ff.

Guerrero-Rodriguez, Paola, Adriana Ojeda & Diego Pascual y Cabo

2021. Issues and Practices in Community-Based Experiential Learning for Heritage Speakers in the United States. In The Cambridge Handbook of Heritage Languages and Linguistics, ► pp. 851 ff.

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.

[no author supplied]

2021. Heritage Language Education. In The Cambridge Handbook of Heritage Languages and Linguistics, ► pp. 759 ff.

This list is based on CrossRef data as of 18 november 2024. 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.

Subjects