Community‐based language learning as a transformative practice: An exploration of the modes of communication

Abstract

This study explores transformative learning (TL) in community‐based language learning experiences. The fall 2019 study, conducted with 25 undergraduate students enrolled in two advanced language courses with a service‐learning component, was designed to identify if TL is occurring, which classroom and community‐based activities lead to TL, and specifically, which modes of communication are associated with changes in students' beliefs, attitudes, and perceptions. Faculty administered pre‐ and post‐semester surveys on changes in students' values, beliefs, and opinions, as adapted from King's (2009) Learning Activities Survey. Survey results indicate that a majority of students experienced a moment of TL during the course, which was triggered by a combination of community interactions and course content. Students cited interpersonal speaking, interpretive listening, and interpersonal writing in the target language as high‐impact practices; presentational writing and presentational speaking garnered few responses. Findings indicate that students perceive reflection activities involving interpersonal speaking and writing in the L2 as most supportive of TL.

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