Community Service-Learning for Spanish Heritage Learners
Making connections and building identities
Kelly Lowther Pereira | UNC Greensboro
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
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 | pp. 205–216
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 firstname.lastname@example.org
Index | p. 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!”
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 5 other publications
Beaudrie, Sara M.
Guerrero-Rodriguez, Paola, Adriana Ojeda & Diego Pascual y Cabo
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.
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Main BIC Subject
CJA: Language teaching theory & methods
Main BISAC Subject
LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching