Second language education and service-learning: Disrupting discourses of disempowerment

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dc.contributor.authorLee, Christelle Palpacuer
dc.contributor.authorCurtis, Jessie Hutchison
dc.date.accessioned2020-12-14T23:24:44Z
dc.date.available2020-12-14T23:24:44Z
dc.date.issued2019-01-01
dc.description.abstractIn this chapter, we extend our previous work and research at the intersection of language education and service-learning to analyze the institutional discourses that describe community-based service-learning (CBSL) partnerships. Employing multimodal discourse analytical tools, we document how three texts produced at different points in time and disseminated through different media contribute to an overall narrative that favorably weighs the contributions of university actors in relation to community partners. Our findings highlight the ways in which the language of service-learning and community-based learning can be problematic in achieving desired reciprocity. A major implication of these findings entails developing an alternative vocabulary and discourse through which university students, administrators, program coordinators, community partners, and faculty describe their community involvement forming conscious strategies for ethical practice; in the conclusion of this chapter, we demonstrate a way forward.
dc.identifier.citationLee, C.P., Curtis, J.H. (2019). Second language education and service-learning: Disrupting discourses of disempowerment. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 225-247. http://hdl.handle.net/102015/69799
dc.identifier.urihttp://hdl.handle.net/10125/69799
dc.publisherCengage
dc.titleSecond language education and service-learning: Disrupting discourses of disempowerment
dc.typeArticle
dc.type.dcmiText
prism.endingpage247
prism.startingpage225
prism.volume2019

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2019 PATHWAYS TO PARADIGM CHANGE: CRITICAL EXAMINATIONS OF PREVAILING DISCOURSES AND IDEOLOGIES IN SECOND LANGUAGE EDUCATION