Effects of Community Service‐Learning on Heritage Language Learners' Attitudes Toward Their Language and Culture
Diego Pascual y Cabo (PhD, The University of Florida) is Assistant Professor of Hispanic Linguistics and Director of the Spanish Heritage Language Program, Texas Tech University, Lubbock.
Josh Prada (MA, Birkbeck‐University of London) is a PhD candidate in Hispanic Linguistics, Texas Tech University, Lubbock.
Kelly Lowther Pereira (PhD, University of Arizona) is Assistant Professor of Spanish, University of North Carolina at Greensboro.
Abstract
This study examined the effects of participation in a community service‐learning experience on Spanish heritage language learners' attitudes toward their heritage language and culture. Quantitative and qualitative data from heritage language learners demonstrated that engagement in community service‐learning activities as part of the Spanish heritage language program afforded students transformative experiences that enhanced the work done within the classroom walls.
Number of times cited: 3
- Christelle Palpacuer Lee, Jessie H. Curtis and Mary E. Curran, Shaping the vision for service‐learning in language education, Foreign Language Annals, 51, 1, (169-184), (2018).
- Diego Pascual y Cabo and Josh Prada, Redefining Spanish teaching and learning in the United States, Foreign Language Annals, 51, 3, (533-547), (2018).
- Lottie Baker, From learner to teacher assistant: Community‐based service‐learning in a dual‐language classroom, Foreign Language Annals, 51, 4, (796-815), (2018).
