Community Service-Learning for Spanish Heritage Learners : Making Connections and Building Identities.

Intro -- Community Service-Learning for Spanish Heritage Learners -- Editorial page -- Title page -- Copyright page -- Dedication page -- Table of contents -- 1. Introduction -- Introduction to community service-learning for heritage language teaching -- The foundations of community service-learning -- Definitions of community service-learning -- Community service-learning and the ACTFL standards framework -- Communication -- Cultures -- Connections -- Comparisons -- Communities -- The ACTFL standards and HL education -- The benefits and challenges of community service-learning for HL learners -- 2. Service-learning and the language classroom -- Community service-learning and L2 learners -- Community service-learning and the HL classroom -- 3. Introduction to the current study -- The current study -- Rationale -- Methodology -- Setting -- The advanced Spanish for heritage speakers course -- Data collection -- Study limitations -- 4. Making connections and building identities I -- Quantitative findings -- Participant profile -- Prior and future participation in community service-learning -- Satisfaction with community service-learning -- Strengthening connections to communities -- Transformational impact -- Drivers of satisfaction with community service-learning and community connections -- Conclusions -- 5. Making connections and building identities II -- Qualitative analysis -- Qualitative findings -- Awareness of social, political, and economic issues in the community -- Community connections -- Identities -- Language experiences -- Personal growth and transformation -- Discussion -- 6. Community voices -- Methodology -- Community partners and liaisons -- The Center for New North Carolinians -- The Latino Community Coalition of Guilford -- Casa Azul -- The Oakwood Forest Community Center -- The Office of Leadership and Service-Learning.

Building mutually beneficial relationships between communities, faculty, and students -- The role and impact of the service-learner -- Cultural and linguistic connections among SHL service-learners and community members -- Long-term community engagement -- Knowledge, skills, and leadership -- Challenges and issues in community service-learning practice -- Conclusions -- 7. Community service-learning course design -- Fundamentals of community service-learning design -- Theoretical models of learning that inform community service-learning design -- "Best practices" for effective community service-learning -- Principle 1: Academic credit is for learning, not for service -- Principle 2: Do not compromise academic rigor -- Principle 3: Establish learning objectives -- Principle 4: Establish criteria for the selection of service placements -- Principle 5: Provide educationally-sound learning strategies to harvest community learning and realize course learning objective. -- Principle 6: Prepare students for learning from the community -- Anchor 167 -- Principle 8: Rethink the faculty instructional role -- Principle 9: Be prepared for variation in, and some loss of control with, student learning outcomes -- Principle 10: Maximize the community responsibility orientation of the course -- Reflection -- Facilitating critical reflection for community service-learning -- Connecting community service-learning to classroom language learning -- Developing lasting community partnerships -- Tip 1. Identify course objectives for learning and service and community needs to find a g -- Tip 2. Make the most of resources and opportunities provided by the community service-learning or community engagement office at your institution -- Tip 3. Consider the type of commitment you are willing to make and make placements meaningful -- Tip 4. Communication is key.

Tip 5. Strive for compatibility and relevant, meaningful placements -- Tip 6. Determine how you will evaluate the success of your partnership -- Designing the syllabus -- Assessment of community service-learning -- Tying community service-learning to learning objectives -- Selection of graded assignments -- Potential pitfalls and challenges -- Creating a culture of service -- Recognition of students' commitment to community service-learning -- Creating opportunities for leadership -- Post-graduation service -- Sources of additional information -- Community service-learning -- Community partnerships -- Reflection -- Critical service-learning and social justice -- Assessment -- Looking to the future -- Strengthening commitments to community engagement -- Implications and future directions -- Conclusion -- References -- 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 -- Definition -- Framing Language -- Glossary -- Definition -- Definition -- Framing Language -- Glossary -- Definition -- Definition -- Framing Language -- Glossary -- Definition -- Index.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.