scholarly journals Cross-Language Community Engagement: Assessing the Strengths of Heritage Learners

2016 ◽  
pp. 298-330
Author(s):  
Elise DuBord ◽  
Elizabeth Kimball
Keyword(s):  
General Education ◽  
Community Engagement ◽  
Students Of Color ◽  
Heritage Learners ◽  
Community Based ◽  
General Education Students ◽  
Speakers Of Other Languages ◽  
Community Based Learning ◽  
Cross Language ◽  
Service Experiences

This article reports on university students’ learning outcomes stemming from their work as language partners in a community-based learning project in an English for Speakers of Other Languages (ESOL) class with adult Spanish-speaking immigrants. We present a rubric designed to assess student learning in the collaborative, cross-language nature of the partnership that moves beyond notions of language acquisition. The rubric was used to score the reflective writing of students in two university classes who participated in this off-campus partnership, one in Spanish for majors, and one in English for general education students. Our analysis focuses on correlations between students’ language backgrounds and previous service experiences and the kinds of learning they experienced, in order to explore the strengths that different kinds of students bring to community work. Heritage learners in both university classes achieved the highest outcomes, and they did so regardless of whether they were heritage learners of Spanish or other languages. Students with low levels of previous community engagement—many of whom were students of color and/or heritage learners—also had higher outcomes than their peers with higher levels of previous community engagement. We argue that inclusive project design and local, critical assessment of student outcomes in community-based learning can foster constructive partnerships that recognize and build upon the strengths of heritage learners.

scholarly journals Can We Count on Counting? An Analysis of the Validity of Community Engagement Survey Measures

2013 ◽  
Vol 1 (1) ◽  
pp. 92-108
Author(s):  
Ethan A. Kolek
Keyword(s):  
College Student ◽  
Community Engagement ◽  
Exploratory Study ◽  
Applied Research ◽  
Student Survey ◽  
Student Surveys ◽  
Community Based ◽  
Community Based Learning

Researchers use various survey efforts to understand students’ community engagement experiences. Among the crucial pieces of information for both academic and applied research is the extent to which (or whether or not) students participate in community engagement activities. However, recent studies have questioned the validity of many college student survey items. This paper describes an exploratory study that sought to investigate the validity of several survey items related to students’ community engagement participation. The study found that large percentages of students who have taken community-based learning courses do not accurately report these experiences on student surveys and examines what factors relate to misreporting. Implications for future community engagement research are discussed.

scholarly journals Welcome from the IARSLCE President

2013 ◽  
Vol 1 (1) ◽  
pp. iii-iii
Author(s):  
Susan Root
Keyword(s):  
Service Learning ◽  
Community Engagement ◽  
International Association ◽  
Community Based ◽  
High Quality ◽  
High Quality Research ◽  
Quality Research ◽  
Community Based Learning ◽  
Learning And Collaboration

I am thrilled to introduce the inaugural issue of the International Journal of Research on Service Learning and Community Engagement (IJRSLCE), the journal of the International Association for Research on Service-Learning and Community Engagement (IARSLCE). IARSLCE is an association of K-H scholars and practitioners dedicated to the development and dissemination of high quality research on service-learning and other forms of community-based learning and collaboration.

English at Your Service

2018 ◽  
pp. 1-25
Author(s):  
Helene Krauthamer ◽  
Matthew Petti
Keyword(s):  
Service Learning ◽  
Civic Engagement ◽  
General Education ◽  
Learning Community ◽  
Educational Practice ◽  
Black College ◽  
Community Based ◽  
Historically Black College ◽  
Community Based Learning ◽  
The Impact

This chapter discusses civic engagement and service-learning in higher education at an urban, land-grant, Historically Black College/University, with a particular focus on the challenges and benefits of service-learning for commuter students. After a discussion of service learning and how it exemplifies the Kolb learning model and effective educational practice, the chapter presents illustrations of civic engagement and extracurricular community-based learning in an English BA program through its two student organizations – The Literary Club and Sigma Tau Delta-Alpha Epsilon Rho. The chapter also provides an example of how service-learning has been implemented in a General Education program and specifically in a writing course. The chapter highlights the partnerships with community organizations that have developed, presents reflective testimonials about the impact of these experiences, provides recommendations for strengthening community-based learning, and concludes that service-learning/community-based learning results in a sense of community for all participants.

Cultural Factors in Preparing Students for Community-Engaged Scholarship

2020 ◽  
pp. 21-42
Author(s):  
Garret J. Zastoupil ◽  
Elizabeth Tryon ◽  
Haley C. Madden ◽  
Nasitta A. Keita ◽  
Tashiana Dajaé Lipscomb
Keyword(s):  
Community Engagement ◽  
Engaged Scholarship ◽  
Community Based ◽  
Community Partners ◽  
Student Preparation ◽  
Cultural Engagement ◽  
Successful Student ◽  
Community Based Learning ◽  
Community Engaged Scholarship ◽  
And Training

For over a decade, the authors of this chapter have heard from community partners that many college students are unprepared for community engagement. This chapter makes the case for student preparation and training by examining the current literature regarding student preparation and the authors' own research. The authors offer guiding frameworks, teaching strategies, and theoretical orientations to support student preparation before and throughout community engagement to build transformative community-based learning experiences. Using examples from their own practice, the authors illustrate strategies that lead toward successful student preparation for cross-cultural engagement.

Elevating “Low” Language for High Stakes: A Case for Critical, Community-based Learning in a Medical Spanish for Heritage Learners Program

2012 ◽  
Vol 9 (2) ◽  
pp. 175-186
Author(s):  
Glenn Martínez
Keyword(s):  
Heritage Language ◽  
Community Health Center ◽  
Heritage Learners ◽  
Community Based ◽  
High Stakes ◽  
Health Related ◽  
Critical Approaches ◽  
Meaningful Engagement ◽  
Community Based Learning ◽  
Hidalgo County

Critical approaches to Spanish heritage language (SHL) pedagogy have called for more meaningful engagement with heritage language communities (Leeman, 2005). In a recent survey, furthermore, SHL students expressed a desire for more community-based activities in SHL curricula (Beaudrie, Ducar, & Relaño-Pastor, 2009). This paper reports on the outcomes of a community-based SHL program for medical purposes. SHL college students majoring in biology, nursing and other health-related programs participated in a semester-long miniinternship in a community health center serving indigent patients in Hidalgo County, Texas. Faculty and clinic staff collaborated to create an integrated experience for the students. The experience was assessed through a reflection questionnaire completed by the students. An analysis of the assessment data suggests that students emerged from the experience with a heightened commitment to Spanish language maintenance, an expanded bilingual range, and an understanding and respect for language variation in Spanish.

Sign in / Sign up

Export Citation Format

Share Document