Community Service Learning, Learning by Design, and Heritage Learners: A Case Study

Ruggiero, Diana

doi:10.1007/978-3-319-63103-5_5

Cited by 2 publications

(3 citation statements)

References 16 publications

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“…The issues of translation and interpreting regarding the heritage language follow the above trends. Scholars explore bilingual youngsters' perceptions of their role as family interpreters [38], consider the special pedagogy for such non-professional interpreters [39], and analyze challenges and opportunities for heritage language learners in interpreting courses in different countries [40]. Special emphasis is laid on ethical heritage interpretation in Indigenous contexts where the interpreter often acts as a researcher [41].…”

Section: Concept Of Heritage Within Language Studies and Industrymentioning

confidence: 99%

Heritage Module within Legal Translation and Interpreting Studies: Didactic Contribution to University Students’ Sustainable Education

Atabekova¹

2021

Sustainability

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This article explores the hypothesis that the concept of heritage is relevant for a university-based degree course in legal translators and interpreters’ training. The research rests on the legal and academic understanding of cultural heritage. The study explores its specifics regarding the English-taught discipline on Legal Translation and Interpreting Studies within the above-mentioned graduate program. The research integrates qualitative tools and statistical instruments, starts with the theoretical consideration of legislative and academic sources, proceeds to the empirical studies of heritage samples, and considers their relevance for the heritage module design within the specified discipline. The experimental design of such a module and its use for the training of students are also part of the present investigation that further explores students’ perceptions of the heritage module under study, with reference to their future career tracks. The study reveals the specifics and components of the heritage framework for the discipline under study and identifies those areas of professional activities for which students consider the heritage module as most useful and relevant. These issues have not been a subject for academic research so far, which contributes to the research relevance and novelty.

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Section: Concept Of Heritage Within Language Studies and Industrymentioning

confidence: 99%

Heritage Module within Legal Translation and Interpreting Studies: Didactic Contribution to University Students’ Sustainable Education

Atabekova¹

2021

Sustainability

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“…In addition, through a thorough digital storytelling project, Martínez and Martín (2018) conclude that HL learners in health science degree programs experience not only significant personal and professional growth, but also sociolinguistic gains. Lastly, in Ruggiero (2018), HL students are required to collaboratively design and support self-sustaining microeconomies centered on the arts (e.g., accessory design, fashion, music, and visual arts). Results show that participants increase their self-esteem and self-confidence in Spanish language skills and in their collaborative and interactional abilities.…”

Section: Research On Spanish Hl Education Csl and Lspmentioning

confidence: 99%

“…Most of the research thus far has examined the potential impact of both disciplines on second language (L2) learners (e.g., Lafford, 2012;Lamboy & Thompson, 2012;Lear, 2012;Sánchez-López, 2013;Abbott, 2017;Salgado-Robles & Kirven, in press; just to name a few). Despite the growing interest in these areas, little is known about the effect of LSP and CSL on heritage language (HL) learners, particularly as it relates to language proficiency and HL pedagogy (e.g., Pino, 2001;Angelelli & Degueldre, 2002;Martínez, 2010;Martínez & Schwartz, 2012;King de Ramírez, 2017;Ruggiero, 2018;Martínez & San Martín, 2018). This study delves into the interface between the learning and teaching of Spanish as a HL through CSL.…”

Section: Introductionmentioning

confidence: 99%

The learning and teaching of Spanish as a heritage language through community service-learning in New York City

Salgado-Robles

Lamboy

2019

Rev. signos

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This study explores the effects of the implementation of a community service-learning component in a foreign language teaching methodology course. Participants (N = 21), all heritage speakers of Spanish, were pre-service 7-12 Spanish teachers at two middlesized, public postsecondary institutions in New York City. As part of their community engagement experience, participants selected a site from a list of middle and high schools where they would get the opportunity to work with heritage learners of Spanish. Throughout the semester, they had to identify classroom needs, select one of those needs, develop an action plan to address that specific need, and finally reflect on the impact of their intervention on student learning and on their own professional, academic, and linguistic growth. At the end of the semester they completed a postcommunity service-learning survey consisting of 27 statements and 5 open-ended questions. The results show that the experience helped participants gain a better understanding of the teaching profession and how to become more involved in education. Moreover, it allowed participants to see how course content could be applied to the teaching of Spanish. Conversely, results do not show a direct effect on how pre-service teachers view their identities as Hispanics/Latinos and as speakers of Spanish. The study concludes with pedagogical implications for heritage language instruction and the implementation of further community service-learning in languages for specific purposes and proposes directions for future research.

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Community Service Learning, Learning by Design, and Heritage Learners: A Case Study

Cited by 2 publications

References 16 publications

Heritage Module within Legal Translation and Interpreting Studies: Didactic Contribution to University Students’ Sustainable Education

Heritage Module within Legal Translation and Interpreting Studies: Didactic Contribution to University Students’ Sustainable Education

The learning and teaching of Spanish as a heritage language through community service-learning in New York City

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