A Journey Home: Connecting Spanish-Speaking Communities at Home and Abroad

Jorge, Ethel

doi:10.2307/20063257

Cited by 13 publications

(4 citation statements)

References 10 publications

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“…CSL also helped expose them to community members of different social, economic, and cultural backgrounds and provided guidance in their professional and academic development. Similarly, in Jorge's (2006) service-learning study, Hispanic heritage students who could not speak Spanish felt that they were able to reaffirm their identities through contact with Hispanic community members of different backgrounds. The present study aimed to contribute to this line of inquiry by examining the effects of CSL on Spanish heritage learners' attitudes toward their language and culture.…”

Section: Review Of Literature: Csl and Heritage Language Learnersmentioning

confidence: 99%

Effects of Community Service-Learning on Heritage Language Learners' Attitudes Toward Their Language and Culture

Cabo

Prada

Pereira

2017

Foreign Language Annals

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This study examined the effects of participation in a community service‐learning experience on Spanish heritage language learners' attitudes toward their heritage language and culture. Quantitative and qualitative data from heritage language learners demonstrated that engagement in community service‐learning activities as part of the Spanish heritage language program afforded students transformative experiences that enhanced the work done within the classroom walls.

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Section: Review Of Literature: Csl and Heritage Language Learnersmentioning

confidence: 99%

Effects of Community Service-Learning on Heritage Language Learners' Attitudes Toward Their Language and Culture

Cabo

Prada

Pereira

2017

Foreign Language Annals

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“…Much of the service learning literature has offered curricular models and experiences presented in conjunction with selected student data (e.g., Jorge, 2006;Long, 2004;Long & Macián, 2004;Plann, 2002;Polansky, 2004;Polansky et al, 2010;Weldon & Trautmann, 2003). Despite a relative paucity of empirical research, several trends have emerged across qualitative studies (Abbott & Lear, 2010;Long, 2003;Stewart & Santiago, 2006) and mixed-methods studies (Darhower, 2006;Nelson & Scott, 2008;Torii-Williams, 2004) that investigated the Communities Standards 5.1 and 5.2 and Connections Standard 3.2.…”

Section: The Culture and Comparisons Goalsmentioning

confidence: 99%

Standards for Foreign Language Learning: Defining the Constructs and Researching Learner Outcomes

Troyan

2012

Foreign Language Annals

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In an effort to articulate an agenda for learner outcomes research linked to the Standards for Foreign Language Learning in the 21st Century, this review examines the profession's current conceptualization of the National Standards in research on learner outcomes across various levels of instruction. The research literature reviewed reveals that, to date, empirical studies of learner outcomes have been conducted only on the Communication goal of the National Standards. Consequently, in the majority of the studies reviewed in the other goal areas have not conceptualized learner outcomes from a National Standards perspective, nor have they defined outcomes in the ways they are presented in the National Standards. Recommendations for future research are provided, which include the creation of design‐based research communities and partnerships in K–16 foreign language education. A primary goal for this research agenda is to expand the scope of the current research by (1) exploring the National Standards that have yet to be investigated in the research, (2) designing and investigating innovations related to those National Standards, and ultimately (3) deepening the understanding of learner processes, development, and outcomes related to the National Standards.

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“…A small body of research exists about choosing a study abroad destination based on one's ancestry or racial/ethnic background, or what is often called heritage seeking (Jorge, 2006;Szekely, 1998, as cited in Comp, 2008. According to Rubin (2004), students who engage in heritage seeking at present do so in order to facilitate better communication with family members at home and to establish their own opinions about the land of their family's cultural roots.…”

Section: Heritage Seekingmentioning

confidence: 99%

2012

ASHE Higher Education Report

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Introduction Monograph Purpose Conceptual Framework Sources Audience Author Experiences with Study Abroad Definitions: Study Abroad—What It Is and What It Is Not Globalization, Internationalization, and Study Abroad History and Purposes of Study Abroad Beginnings Post–World War II Study Abroad Post‐Vietnam Organizational Advocacy for Study Abroad in a Post‐9/11 World Societal and Institutional Purposes of Study Abroad in the Twenty‐First Century Summary Types of Programs and Providers Descriptive, Single‐Component Schemes Multiple‐Criterion Classification Schemes Who Provides Study Abroad Summary Who Studies Abroad and Who Does Not Who Studies Abroad Factors Affecting Intent to Study Abroad and Participation Rates Factors Affecting Men's and Women's Participation Factors Affecting Study Abroad Participation for Racial and Ethnic Minorities Effects of Degree Aspirations and Field of Study on Study Abroad Participation Community College Students Summary Study Abroad Outcomes Intercultural Competence and Global Perspectives Other Educational and Developmental Outcomes General Academic Outcomes Effects of Program Duration Career and Other Long‐Term Effects Methodological Weaknesses of Study Abroad Outcomes Literature Summary Study Abroad: Critical Perspectives Critiques of the Unstated Purposes of Study Abroad Critical Studies of the Study Abroad Experience Summary Conclusions, Final Thoughts, and Recommendations Who Participates, Who Does Not, Why, and What to Do About It? Outcomes: The Good, the Bad, and the Indifferent Meeting the Challenge Final Thoughts Notes References Name Index Subject Index About the Authors

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A Journey Home: Connecting Spanish-Speaking Communities at Home and Abroad

Cited by 13 publications

References 10 publications

Effects of Community Service-Learning on Heritage Language Learners' Attitudes Toward Their Language and Culture

Effects of Community Service-Learning on Heritage Language Learners' Attitudes Toward Their Language and Culture

Standards for Foreign Language Learning: Defining the Constructs and Researching Learner Outcomes

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