The learning and teaching of Spanish as a heritage language through community service-learning in New York City

Abstract: This study explores the effects of the implementation of a community service-learning component in a foreign language teaching methodology course. Participants (N = 21), all heritage speakers of Spanish, were pre-service 7-12 Spanish teachers at two middle-sized, public postsecondary insti...

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Autores principales:	Salgado-Robles,Francisco, Lamboy,Edwin M.
Lenguaje:	English
Publicado:	Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje 2019
Materias:	Spanish as a heritage language service-learning language for specific purposes pre-service teacher training foreign language teacher education
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342019000301055
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spelling	oai:scielo:S0718-093420190003010552019-11-15The learning and teaching of Spanish as a heritage language through community service-learning in New York CitySalgado-Robles,FranciscoLamboy,Edwin M. Spanish as a heritage language service-learning language for specific purposes pre-service teacher training foreign language teacher education Abstract: This study explores the effects of the implementation of a community service-learning component in a foreign language teaching methodology course. Participants (N = 21), all heritage speakers of Spanish, were pre-service 7-12 Spanish teachers at two middle-sized, public postsecondary institutions in New York City. As part of their community engagement experience, participants selected a site from a list of middle and high schools where they would get the opportunity to work with heritage learners of Spanish. Throughout the semester, they had to identify classroom needs, select one of those needs, develop an action plan to address that specific need, and finally reflect on the impact of their intervention on student learning and on their own professional, academic, and linguistic growth. At the end of the semester they completed a post-community service-learning survey consisting of 27 statements and 5 open-ended questions. The results show that the experience helped participants gain a better understanding of the teaching profession and how to become more involved in education. Moreover, it allowed participants to see how course content could be applied to the teaching of Spanish. Conversely, results do not show a direct effect on how pre-service teachers view their identities as Hispanics/Latinos and as speakers of Spanish. The study concludes with pedagogical implications for heritage language instruction and the implementation of further community service-learning in languages for specific purposes and proposes directions for future research.info:eu-repo/semantics/openAccessPontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del LenguajeRevista signos v.52 n.101 20192019-12-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342019000301055en10.4067/S0718-09342019000301055
institution	Scielo Chile
collection	Scielo Chile
language	English
topic	Spanish as a heritage language service-learning language for specific purposes pre-service teacher training foreign language teacher education
spellingShingle	Spanish as a heritage language service-learning language for specific purposes pre-service teacher training foreign language teacher education Salgado-Robles,Francisco Lamboy,Edwin M. The learning and teaching of Spanish as a heritage language through community service-learning in New York City
description	Abstract: This study explores the effects of the implementation of a community service-learning component in a foreign language teaching methodology course. Participants (N = 21), all heritage speakers of Spanish, were pre-service 7-12 Spanish teachers at two middle-sized, public postsecondary institutions in New York City. As part of their community engagement experience, participants selected a site from a list of middle and high schools where they would get the opportunity to work with heritage learners of Spanish. Throughout the semester, they had to identify classroom needs, select one of those needs, develop an action plan to address that specific need, and finally reflect on the impact of their intervention on student learning and on their own professional, academic, and linguistic growth. At the end of the semester they completed a post-community service-learning survey consisting of 27 statements and 5 open-ended questions. The results show that the experience helped participants gain a better understanding of the teaching profession and how to become more involved in education. Moreover, it allowed participants to see how course content could be applied to the teaching of Spanish. Conversely, results do not show a direct effect on how pre-service teachers view their identities as Hispanics/Latinos and as speakers of Spanish. The study concludes with pedagogical implications for heritage language instruction and the implementation of further community service-learning in languages for specific purposes and proposes directions for future research.
author	Salgado-Robles,Francisco Lamboy,Edwin M.
author_facet	Salgado-Robles,Francisco Lamboy,Edwin M.
author_sort	Salgado-Robles,Francisco
title	The learning and teaching of Spanish as a heritage language through community service-learning in New York City
title_short	The learning and teaching of Spanish as a heritage language through community service-learning in New York City
title_full	The learning and teaching of Spanish as a heritage language through community service-learning in New York City
title_fullStr	The learning and teaching of Spanish as a heritage language through community service-learning in New York City
title_full_unstemmed	The learning and teaching of Spanish as a heritage language through community service-learning in New York City
title_sort	learning and teaching of spanish as a heritage language through community service-learning in new york city
publisher	Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje
publishDate	2019
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342019000301055
work_keys_str_mv	AT salgadoroblesfrancisco thelearningandteachingofspanishasaheritagelanguagethroughcommunityservicelearninginnewyorkcity AT lamboyedwinm thelearningandteachingofspanishasaheritagelanguagethroughcommunityservicelearninginnewyorkcity AT salgadoroblesfrancisco learningandteachingofspanishasaheritagelanguagethroughcommunityservicelearninginnewyorkcity AT lamboyedwinm learningandteachingofspanishasaheritagelanguagethroughcommunityservicelearninginnewyorkcity
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The learning and teaching of Spanish as a heritage language through community service-learning in New York City

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