Service-Learning in High School and College-Level

Language ClassesCLTA ConferenceMarch 17, 2012

Prof. Leticia P. López

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?

Developing Multiple Literacies: Service-Learning in Language Programs

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.”

Defining Service-Learning

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

Language Learning and Community

Integrating SL into the Course

Some Considerations

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

Dialogue

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. Promotores Culturales – SPAN 202, Fourth Semester Spanish; SPAN 216, Spanish for Heritage Speakers II

SL Project Examples

Cultural and Community Engagement ActivitiesSPAN 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

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)

Service-Learning Assessments

“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.”

Student Reflections on their SL

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

Developing Partnerships

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.

Bibliography

Special thanks to Dr. Kevin Guerrieri and Elaine Elliott at the USD Center for Community Service-Learning for their help.

Contact information:Dr. Leticia P. López,

Professor of Spanish,Honors & International Education Coordinator

San Diego Mesa College(619) 388-2353

llopez@sdccd.edu