Building Bridges and Creating Pathways: A Mixed Methods Study of Community-Engaged Learning in Foreign Language Pedagogy

Autor/inn/en	Osa-Melero, Lucía; Fernández, Vanessa; Quiñones, Sandra
Titel	Building Bridges and Creating Pathways: A Mixed Methods Study of Community-Engaged Learning in Foreign Language Pedagogy
Quelle	In: Hispania, 102 (2019) 3, S.357-372 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2133
Schlagwörter	Second Language Learning; Mexicans; History Instruction; Culturally Relevant Education; Hispanic Americans; Young Children; Immigrants; Latin American Literature; Undergraduate Students; Spanish; Nonprofit Organizations; Skill Development; Career Planning; Speech Skills; Listening Skills; Foreign Countries; After School Programs; Elementary School Students; School Community Programs; Service Learning; Community Involvement; Drama; Pennsylvania; Mexico; Honduras; Puerto Rico + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Mexikaner; History lessons; Geschichtsunterricht; Hispanic; Hispanoamerikaner; Frühe Kindheit; Immigrant; Immigrantin; Immigranten; Spanisch; Nonprofit-Organisation; Kompetenzentwicklung; Qualifikationsentwicklung; Karriereplanung; Mündliche Leistung; Sprachfertigkeit; Ausland; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Service-Learning; Schauspiel; Mexiko
Abstract	Detailing the integration of Spanish language teaching in an authentic setting, this article contributes to empirical research on the positive value of community-engaged learning in foreign language pedagogy. "Reading to Play, Playing to Read" is an innovative model for community-engaged teaching that combines learning goals from upper-level language and literature courses with the objectives of a non-profit organization serving the Latino community in Southwestern, Pennsylvania. This community-engaged project bridged language and literature curricula in the same department to prepare students for careers in a multicultural society. Students from both courses worked cooperatively to develop a three-week project on Mexican history for Hispanic children, ages 5 to 8, who recently immigrated to the United States. "Reading to Play, Playing to Read" provided the children with a safe space where they learned about Mexican literature and history, enhancing their elementary education. University students reported gains in their Spanish conversational and listening skills and changes in their future career plans geared towards Spanish-speaking populations. This article describes the project, research results, and challenges, and it discusses the implications for research and practice. (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	2020/1/01