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Service-Learning in High School and College-Level Language Classes

Service-Learning in High School and College-Level Language Classes. CLTA Conference March 17, 2012 Prof. Leticia P. López. Developing Multiple Literacies : Service-Learning in Language Programs. Some Important Questions: What is service-learning?

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Service-Learning in High School and College-Level Language Classes

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  1. Service-Learning in High School and College-Level Language Classes CLTA Conference March 17, 2012 Prof. Leticia P. López

  2. Developing Multiple Literacies: Service-Learning in Language Programs Some Important Questions: • What is service-learning? • What reasons are there for integrating SL into the language program curriculum? • How can SL be integrated into the language course/program? • How we can we evaluate student learning?

  3. Defining Service-Learning As defined by the American Association of Community Colleges, “Service-learning combines community service with classroom instruction, focusing on critical, reflective thinking as well as personal and civic responsibility. Service-learning programs involve students in activities that address local needs while developing their academic skills and commitment to their community.”

  4. Language Learning and Community Standards for Foreign Language Learning (The Five C’s – ACTFL) • Communication: Communicate in Languages Other than English • Cultures: Gain Knowledge and Understanding of Other Cultures • Connections: Connect with Other Disciplines and Acquire Information • Comparisons: Develop Insight into the Nature of Language and Culture • Communities: Participate in Multilingual Communities at Home and Around the World

  5. Integrating SL into the Course

  6. Some Considerations Dialogue Site considerations • Community / site needs • Learning opportunities • Time commitment • Type of service • One shot or on-going Course considerations • Student learning objectives • Percentage of grade • Giving students options • Required or voluntary • Written and/or oral reflections

  7. SL Project Examples • 1. Everyone a Reader Program – SPAN 102, Second Semester Spanish • 2. Cultural and Community Engagement Activities – SPAN 201, Third Semester Spanish; SPAN 215, Spanish for Heritage Speakers I • 3. PromotoresCulturales – SPAN 202, Fourth Semester Spanish; SPAN 216, Spanish for Heritage Speakers II

  8. Cultural and Community Engagement Activities SPAN 102 – Second Semester Spanish. Service activity: Reading children’s books in Spanish and helping students with their homework at local elementary schools SPAN 201 / 215 – Third Semester Spanish &/or Span for Heritage Speakers: Teaching English and Spanish to Mixtec families at the Bayside Community Center SPAN 202 / 216 – Fourth Semester Spanish &/or Span for Heritage Speakers II: Volunteering at the Latino Film Festival, Media Arts Center San Diego, Teen Producers Project

  9. Service-Learning Assessments Instructors can assess the following components of students’ SL portfolios: • Autobiographical reflection • Journal of community experiences • Written and oral reflection • Creative writing samples • Photo journal • Reading journal • Oral presentations in class or at an honors conference, such as HTCC (www.honorstcc.org)

  10. Student Reflections on their SL “Good and bad fortune” explanation of social condition - “It made me feel really lucky to realize what I have.” Charity “afterglow”– “It made me feel good to know that I was making a difference.” Unconscious stereotypes – “They were really smart kids although they were really poor.” Empowerment through language – “It is a great feeling to see how much my Spanish has improved”; “This was a real life situation that I found mutually beneficial. I could communicate regularly with speakers of Spanish”; “I put a lot of effort into Spanish class and through my SL activities it’s paying off.”

  11. Service-Learning SLO Rubric Rubrics to assess service-learning outcomes are plentiful. The one to the left is from Chaffey College’s SLO website: http://www.chaffey.edu/slo/toolkit.html

  12. Developing Partnerships

  13. Bibliography • Hellebrandt, Josef, et al. Juntos: Community Partnerships in Spanish and Portuguese. Canada: Heinle, 2004. • Omaggio Hadley, Alice. Teaching Language in Context. USA: Heinle & Heinle, 2001. • Swaffar, Janet and Katherine Arens. Remapping the Foreign Language Curriculum. New York: The Modern Language Association of America, 2005. • Weldon, Alice and Gretchen Trautmann. “Spanish and Service-Learning: Pedagogy and Praxis.” Hispania 86.3 (2003): 574-585. Special thanks to Dr. Kevin Guerrieriand Elaine Elliott at the USD Center for Community Service-Learning for their help.

  14. Contact information:Dr. Leticia P. López,Professor of Spanish,Honors & International Education CoordinatorSan Diego Mesa College(619) 388-2353 llopez@sdccd.edu

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