Linking Service-Learning Opportunities and Domestic Immersion Experiences in US Latino Communities: A Case Study of the "En Nuestra Lengua" Project

Autor/inn/en	Tijunelis, Viktorija; Satterfield, Teresa; Benki, Jose R.
Titel	Linking Service-Learning Opportunities and Domestic Immersion Experiences in US Latino Communities: A Case Study of the "En Nuestra Lengua" Project
Quelle	In: Hispania, 96 (2013) 2, S.264-282 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2133
DOI	10.1353/hpn.2013.0050
Schlagwörter	Service Learning; Second Language Instruction; Second Language Learning; Immigrants; Experiential Learning; Native Language; Spanish; Literacy; Immersion Programs; Elementary School Students; Educational Innovation; Bilingualism; Native Language Instruction; Case Studies; Heritage Education; Program Descriptions; High School Students; Hispanic Americans; Parent Attitudes; English (Second Language); Surveys; Michigan + Suchen Sie Ihr Suchwort? Service-Learning; Fremdsprachenunterricht; Zweitsprachenerwerb; Immigrant; Immigrantin; Immigranten; Experiental learning; Erfahrungsorientiertes Lernen; Spanisch; Alphabetisierung; Schreib- und Lesefähigkeit; Immersionsprogramm; Instructional innovation; Bildungsinnovation; Bilingualismus; Native language education; Muttersprachlicher Unterricht; Case study; Fallstudie; Case Study; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanoamerikaner; Elternverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Survey; Umfrage; Befragung
Abstract	We report on the service-learning component of a Spanish-language Saturday school in Ann Arbor, Michigan, for elementary-aged Spanish-language heritage learners and also examine the newly forming Latino community served by this innovative program. The US Spanish-speaking population is growing throughout the country, resulting in greatly increased numbers of English language learners who enter the school system as heritage Spanish speakers. The current study provides compelling data that first language Spanish literacy support can be very beneficial for these students as they acquire English literacy. Such efforts also provide numerous experiential- and service-learning opportunities for native Spanish speakers, as well as for intermediate and advanced second language Spanish learners in this study. Both first- and second-language service-learners benefit from the Spanish immersion environment of the Saturday program outlined. Moreover, our case-study findings show that heritage students in the program and their largely immigrant parents are forming part of a diverse community that values bilingualism, Spanish literacy, and academic achievement. (As Provided).
Anmerkungen	American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: AATSPoffice@aatsp.org; Web site: http://www.aatsp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10