Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/69767

Abriendo caminos: Breaking new ground in community-engaged language learning

File Size Format  
2017 04.pdf 681.62 kB Adobe PDF View/Open

Item Summary

Title:Abriendo caminos: Breaking new ground in community-engaged language learning
Authors:Brates, Vivian
Houts, Paitra
Carvajal, Irene
Barco, Misla
Date Issued:01 Jan 2017
Publisher:Cengage
Citation:Brates, V., Houts, P., Carvajal, I., Barco, M. (2017). Abriendo caminos: Breaking new ground in community-engaged language learning. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 87-108. http://hdl.handle.net/102015/69767
Abstract:This qualitative study of a critically conscious (Freire, 1970/1993) community-engaged
learning (CEL) track in a second-year university Spanish program examines
(1) students’ evolving identities as speaker/actors (Kern & Liddicoat, 2008) of
and in a language, (2) their increased appreciation of the cultural wealth (Yosso,
2005) evident in Spanish-speaking communities, and (3) students’ enhanced
abilities to reflect upon these phenomena and develop perceptions about various
societal systems at play (Plann, 2002). The study describes three quarter-length
courses, each engaged with a different Spanish-speaking community partner: an
art class at a nearby Boys & Girls Club, a Spanish for heritage speakers class at a
local high school, and a class of elderly adults studying for their U.S. citizenship test at a local institute. Through a line-by-line analysis of students’ written texts,
this chapter bears out Bettencourt’s (2015) contention that a CEL approach combined
with world language study expands student learning in nontraditional ways.
In this study, students developed their identities linguistically, culturally, socially,
and civically, gaining new solidarities with communities and community members.
Gains were not unidirectional and also included setbacks such as persistent
misperceptions and stereotypes, which, though sometimes discouraging, also provided
opportunities for class discussion and ongoing course improvements.
URI:http://hdl.handle.net/10125/69767
Volume:2017
Appears in Collections: 2017 ENGAGING THE WORLD: SOCIAL PEDAGOGIES AND LANGUAGE LEARNING


Please email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.