spanish and service-learning pedagogy and praxis

8/10/2019 Spanish and Service-Learning Pedagogy and Praxis

1/13

Spanish and Service-Learning: Pedagogy and Praxis

Author(s): Alice Weldon and Gretchen TrautmannSource: Hispania, Vol. 86, No. 3 (Sep., 2003), pp. 574-585Published by: American Association of Teachers of Spanish and PortugueseStable URL: http://www.jstor.org/stable/20062910.

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2/13

Pedagogy

Spanish

and

Service-Learning:

Pedagogy

and

Praxis

Alice Weldon

University

of

North Carolina-Asheville

Gretchen Trautmann

University

of

North Carolina-Asheville

Abstract:

An

increasing

number of

Spanish

instructors

are

turning

to

service-learning

to

enhance

student

learning,

especially

in oral

comprehension,

conversation,

and cultural

understanding.

Even in areas with a

relatively

small,

but

rapidly expanding,

Latino

population,

it is

possible

and

desirable

to

place

students

in

direct

contact

with native

Spanish

speakers, through

links

between the

university

and various

community

agencies.

Evidence is

mounting

that when

service-learning

is

well-planned

and

monitored and

pedagogically

tied

to

specific

academic

goals,

objectives,

methods,

and

assessment,

it

can

be

a

significant

tool in

reaching

ACTFL's standards

for

foreign

language learning.

Using

analysis

of

self-assessment

of students

at

the

University

of

North

Carolina-Asheville,

who worked in the local

public

health

department,

this

article

reports

a

discussion of the

degree

to

which those

standards,

known

as

the five

C's ?

communicating,

cultures, connections,

comparisons,

communities?were

met.

Key

Words:

service-learning, Spanish,

medical

interpreting,

community

service,

ACTFL national

standards,

five

C's,

methodology,

reflection,

assessment

Introduction: Importance and Growth of Service-Learning

As

the

number

of

colleges

and universities

that

offer

service-learning

opportunities

has

increased

dramatically,

studies of their

effectiveness

and calls

for

continuing

re

search and

improved

assessment

methods have likewise increased. For

the

purpose

of

introduction,

we

confine

ourselves

to

the

following

brief

statements

of

definition:

Carolyn

R.

O'Grady's

that

emphasizes

the

experiential,

student-centered

nature

of

service-learning,

and

Kathleen

Maas

Weigert's

comments

that

distinguish

it

from volunteerism and

community

ser

vice.

O'Grady

writes:

In

a

service

learning

program,

individuals

engage

in

community

activities

in

a

context

of

rigorous

academic

experience.

Service

learning

allows teachers

to

employ

a

variety

of

teaching strategies

that

emphasize student-centered, interactive, experiential

education

( Integrating

...

Overview

7).

According

to

Weigert,

On the

community

side: the student

provides

some

meaningful

service

(work),

that

meets

a

need

or

goal,

that

is

defined

by

a

community

(or

some

of

its

members).

On the

campus

side:

the service

provided

by

the student

flows from and

into

course

objectives,

is

integrated

into

the

course

by

means

of

assignments

that

require

some

form of

reflection

on

the service

in

light

of

course

objectives,

and

the

assignment

is

assessed and

evaluated

accordingly

(5).

In

their excellent

study

that

privileges

the

pedagogical

over

the service

aspect

of

such

courses

and

projects,

Janet

Eyler

and

Dwight

E.

Giles,

Jr.

cite the

following astounding growth

in

colleges

and universities

represented by

Campus Compact,

a

membership organization

for

presidents:

In

1994

only

50

percent

of

campuses reported

some

form

of

support

for

faculty using

service

learning;

by

1998

fully

85

percent

reported

one ormore

forms

of

support

for

faculty

involvement

(6).

A

number of schools

include

service-learning

as

a

graduation requirement.

One

example

is

California

State

University Monterey Bay,

founded

in

1995,

whose

service-learning requirement

Weldon,

Alice

and Gretchen Trautman

Spanish

and

Service-Learning: Pedagogy

and Praxis

Hispania

86.3

(2003):

574-585

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3/13

Spanish

and

Service-Learning

575

is

firmly

rooted

in

the

university's

vision

statement

concerning

the

academic

community

where

all

learn and teach

one

another

(Rice

and

Pollack

118).

Given

such

growth, pedagogical

integrity

necessitates

concomitant

expansion

of

research into

the

effectiveness

of

service-learning

pro

grams.

As

Eyler

and

Giles

point

out,

Although

the

research has

been

limited,

the

dramatic

increase in

service-learning

programs has created a demand for information to

help

justify

and

sustain

these

programs (xv).

What

are

specific

goals

in

service-learning?

Numerous

authors

have returned

to

John

Dewey

and

his call

for

experiential

education and education for

citizenship

in

their effort

to

define

or

justify

what is

now

termed

service-learning.

In

a

useful,

concise discussion

of

Deweyan

principles, Joseph

L.

DeVitis

et

al. cite

eight specific

ways

those

principles integrate

with

the

goals

of

service-learning.1

According

to

Aileen

Hale,

such

community

and

emancipatory

goals

are

foundational in

a

critical

pedagogy

of

educational

transformation

that

includes

dialogue,

reflective

thought,

and

social action

in

which the

purpose

of education

is

not

merely

to

help

people

find

their

place

in the

existing

society,

but

to

empower

people

with

the

self-respect

and

understanding needed to form a new and more just social order (16).

Many

practitioners

have

adopted

what Robert

Sigmon

stated should

be

the three

basic

principles

of

service-learning:

Principle

one:

Those

being

served

control the

service(s)

provided;

Principle

two:

Those

being

served become

better

able

to

serve

and be served

by

their

own

actions;

Principle

three:

Those who

serve

also

are

learners ...

(10).

These

principles

are

difficult

to

attain.

O'Grady

warns

against

the

potential

for

social

imbalances

to

persist during

service-learning experiences,

particularly

when

white

students serve

people

of

color.

In

such

instances,

according

to

O'Grady,

service-learning,

can

perpetuate

racist, sexist,

or

classist

assumptions

about

others

and

reinforce

a

colonialist

mentality

of

superiority (12).

Spanish Service-Learning

One

of the

positive

factors of

service-learning

in

Spanish

is that the

students

who

serve

identify

themselves

as

learners

from

an

early

stage.

Indeed,

in the

very

process

of

choosing

to

participate,

they

articulate what

they

expect

to

receive

from the

experience:

the

opportunity

to

practice

oral

Spanish

in

authentic

situations.

By

the

end

of

their

experiences,

however,

students

often

name

gains

considerably

broader than finite

linguistic

acquisition.

There

is

considerable literature

on

the

relationship

between

service-learning

and

multicultur

ral

education,

and,

according

to

Marilynne

Boyle-Baise

and

Patricia

Efiom,

...

research

suggests

that

service

learning

can

assist

the aims

of

multicultural

education

(209).

The

assumption

that

foreign-language

education also assists the aims

of

multicultural

learning

and

understanding

has

long

been

accepted.

It

is

only

within

the last few

years,

however,

that the

connection

between

foreign-language learning

and

service-learning

has

been

recognized

explicitly.

Published

reports

of

specific

courses

and

analytical

evaluation

of their

learning

outcomes,

however,

are

quite

limited.

A

major

contribution

to

Spanish

and

service-learning

was

made in

1999 when

Josef

Hellebrandt and Lucia T.

Varona's

Construyendo

Puentes

(Building

Bridges): Concepts

and

Models

for

Service-Learning

in

Spanish

was

published.

This

ground-breaking

collection

of

twelve

essays

by

college

instructors who

have

experimented

with

Spanish

and

service-learning

is

organized

into three

sections:

Service-Learning

as

Theory,

Service-Learning

From

the

Classroom,

and

Service-Learning

in

Local and

International

Communities.

The

editors

state

that

after

reviewing

the

contributions

for

the

book,

they

concluded that

there

was

only

limited

acceptance

in

the field

of

teaching Spanish

language

and

literature for

service-learning

(3).

On

the

other

hand,

Carmen

Chaves

Tesser,

1998

president

of

the American

Association of

Teachers

of

Spanish

and

Portuguese,

strikes

a

hopeful

note

concerning

the

potential

of

service-learning

for

foreign-language

teaching

in her

Foreword

to

Construyendo

Puentes.

Citing

the

standards

document ?Standards

for

Foreign

Language Learning:

Preparing for

the

21st

Century?

which

Tesser

describes

as

a

visionary

text

that

promises

to

revolutionize the

way

we

teach,

learn,

and

communicate

with

each other

(ix)?as

the

anchor for

the

essays

included

in

Construyendo



4/13

576

H?spanla

86

September

2003

Puentes,

she articulates

the

connection between

the

goals

of

foreign-language learning

and

service-learning:

The

ultimate

goal

of

language

teaching

and

learning,

as

reflected

in the

standards

document,

is

to

provide

the learner

with

the

ability

to

continue

developing

language

and

cultural

knowledge

through

lifelong experiences

within

the

context

of,

in

this

case,

Spanish

speaking

communities

(ix).

A

major goal

in

the

teaching

of

Spanish

has

been cultural

understanding,

whether

understood

as

high

culture

or

as

popular

culture.

With the dramatic

demographic changes

in the

United

States

during

the

past

decade?a

58%

increase

in

Latinos

in

the United

States

to

35

million

(National

Council

of

La Raza

1)?that

have

brought

Latino

C/culture(s)

and North

American

C/culture(s)

and institutions

into

increasingly

direct and

ongoing

contact,

this

goal

is

currently

viewed

by

many

theorists

and

practitioners

as a

top

priority.

In

a

university

setting, connecting

with

local Latino

cultures

and communities also

helps

tomeet

institutional

goals

related

to

multicultural

learning,

experience,

and

understanding.

This,

however,

in

no

way

minimizes the

goal

of

becoming

proficient

in

the traditional

four

skills?listening

with

understanding,

speaking, reading,

and

writing.

Indeed,

proficiency

in

communicating

on a

variety

of levels is another

goal

that has taken

on

increased

urgency

as

the

necessity

of

communicating

in

Spanish

even

within

the

United

States

itself

has

become

an

everyday reality.

This

emphasis

on

proficiency, according

to

Jeanne

Mullaney,

was a

major

influence

on

the

development

of

the

national

standards,

also

termed the

five C's

(50).2

Service-Learning

in

Spanish

at the

University

of

North

Carolina-Asheville:

Background

While

the

experimental service-learning

courses

that

became

the

model

for

this

study

were

not

initially designed

around the

foreign-language

standards,

it

soon

became clear that the

course

objectives and outcomes bore striking resemblance to the standards.3 Moreover, numerous years

of

foreign-language teaching,

enriched

by living

abroad

and

in-depth

involvement with inter

national and local

socio-political

issues,

had

enabled

the

instructor

to

articulate

communication,

cultural

understanding,

and

community

involvement

as

specific goals

for

a

variety

of service

learning

placements.

The

University

of

North

Carolina-Asheville

is

designated

as

the

public

liberal

arts

institution

for

undergraduates

in

a

16-member

state

system.

Key

sections

in

UNCA's mission

statement,

adopted

in

August

of

2000,

refer

to

the

university's

aims

to

...

develop

students

of

broad

perspective

who

think

critically

and

creatively,

communicate

effectively,

and

participate actively

in their communities

because

[A]s

a

public university,

UNCA

serves

the

region

and

state

in

ways that complement its educational mission. It encourages students, faculty, and staff to interact

with and

serve

the

community,

and

it

shares

cultural and educational

resources

with

citizens

at

all

stages

of

life

and

learning.

It

aims

to

provide

students the best

possible opportunity

to

...

take

their

places

as

contributing

citizens

of

a

changing society

(Mission

paragraphs

1,4,

5).

Located

in Buncombe

County,

UNCA is

girded by adjacent

counties

whose

rural,

agricultural

character

istics

attract

growing

numbers of

migrant

laborers.

Compared

to

a

2.8%

increase

in

Latinos

from

1990

to

2000 in

Buncombe

County, neighboring

Henderson

County

registered

a

5.5%

increase

(State

and

County

QuickFacts.

Between

1990

and

2000,

North Carolina

as a

whole

experienced

one

of

the

highest growth

rates

of Latinos

in

the

United States: from

76,726

to

378,963,

for

a

rate

of

393.9%

(National

Council

of

La Raza

8).

Unofficial but

informed

estimates

place

the

growth

rate

closer

to

600%.

Since

1996,

students

studying

Spanish

at

UNCA

have

participated

in

a

variety

of

placements

for

service-learning

in

Spanish.

These

placements

include

tutoring Spanish-speaking elementary

school

students,

teaching English

to

Mexican

restaurant

workers,

interning

with the local

Asheville Latin

Americans for Advancement

Society

(a

civic

advocacy

group

somewhat similar

to

NAACP),

interpreting

for

a

town

police

department, interpreting

and

translating

for

a

county

child-care services referral

agency,

and

translating

for

a

lead

poisoning project.

Most

of

the

students,

however,

have

assisted

at

the Buncombe

County

Health

Center,

some

for

only

twelve



5/13

Spanish

and

Service-Learning

577

hours

per

semester,

others for

six

to

nine

hours

per

week. The Health

Center,

in

inviting

and

accepting qualified

students

to

serve as

volunteer

interpreters

for clients and

to

help

with

the

translation of

health-related

documents,

provides

students with

an

appropriate

space

in

which

to

put

their classroom

Spanish

to

use

in

the real

world and is the

placement

site

for

the

students

described in this

service-learning

model. Their activities have included

interpreting

for

Spanish

speaking

clients

in

their intake

interviews,

medical

and

dental

examinations,

and

consultations

in

social

work, nutrition,

and

pre-natal advising.

The initial

reasons

for the

UNCA

connection with

this

community

agency

include

a

specific

request

from

a

social

worker

at

the

Center

for

help

from

the

University;

the instructor's first-hand

volunteer

experience

at

the

Center;4

the

warm

official

welcome from the

center's

administrators;

a

cooperative

and

capable Spanish

and

English

Interpreter

at

the

center;

and

continuing

requests

by

students

to

work there

followed

by

positive

evaluations

of

their

work,

both

by

self and

supervisor;

and the

perceived potential

for

such

placement

to

be

goal-specific

in

terms

of

increasing

communication,

understanding

of

culture,

and

involvement

in

the wider

community.

The first step in constructing themodel service experience was to encourage students

looking

for

more

conversation

practice

to

volunteer,

without

credit,

at

the

Center for

a

few hours

a

week.

Soon,

the

instructor

was

offering independent-study

credit

hours

to

one or

two

volunteer

students

per

semester.

Next,

for

credit

toward her Masters

in

Liberal

Arts at

UNCA,

a

bilingual

student

developed

a

training/resource

manual for

undergraduates

volunteering

at

the

center,

Guidebook

for

Volunteer

Interpreters

of

Spanish:

Buncombe

County

Health Center

and

University

of North

Carolina-Asheville.

Not

only

did that

text

become

a

useful tool for other

students,

but the

cooperative

nature

of

it,

exemplified by

its title and

front

cover

including

the

names

and

seals of

both

institutions,

constitutes

significant

fulfillment of

objectives

held

by

each

institution.

Service-Learning in a Health Care Setting

During

fall

semester

of

1999,

a

course

in

medical

interpreting

was

offered

as a

regular

class,

and

in

an

advanced

grammar/composition

class,

the

same

instructor offered

as an

alternative

for

a

final

project,

a

12-hour

service-learning placement.

It

is the

experiences

of the

students

from that

semester

who

interpreted

at

the

Buncombe

County

Health

Center

that

constitute the

qualitative

data

for

analyzing

the

extent

to

which

the

goals

of

the five

ACTFL

standards have been

reached

through

service-learning.

Students

in

the

medical

interpreting

course

submitted

ajournai

entry

every

other week based

on

their

experiences

at

the

Health

Center,

and

then

revised these

entries

after

considering

the instructor's

comments

on

content,

grammar,

and

stylistic

issues;

they

also

met

with the instructor every other week for individual interviews. For their final exam, theywrote

a

five-page

essay

on

the

experience.

Students

in

the

advanced

grammar

and

composition

course

turned

in

at

least

two

drafts of their

ongoing journal

for brief

written

and

oral

feedback from the

instructor,

and

a

final

five-page

journal

that

summarized the

experience.

(See

Appendix

for

excerpts

from the

course

syllabi.)

Of

course,

all

written

and

oral

communication

was

in

Spanish.

In

addition,

for

the

medical

interpreting

course,

the

instructor

and on-site

supervisor

( Spanish

and

English

Interpreter )

engaged

in

frequent

informal

consultation,

based

on

the

supervisor's

direct

observation

of the

students and

feedback

to

her from other

clinic

employees.

This

super

visor

also

completed

a

formal,

written

summary

evaluation of the

students

in

the

medical

interpreting

course.

All

students from both

courses

gave

written

permission

for

direct

reference

to

their

writing by

name.

Student

Reflection

on

Service-Learning

We

now

examine the

extent

to

which the

UNCA

students

practiced

reflection that

was

contin

uous,

connected,

challenging,

and contextualized. Because

all

of the

service-learning

students

(in

both

courses)

were

keeping ongoing journals, they

were

involved

in

continuous

reflection

during

the

experience.

Although

structured reflection

before the

experience

was

absent,

all

were



6/13

578

H?spanla

86

September

2003

required

to

write

a

final

paper

that embraced

reflection

after the

experience.

We

conclude,

then,

that

all

but

one

of

the four

reflection

C's

were

practiced

by

the

students,

even

though

the

instructor

did

not

intentionally incorporate

them into the students'

ongoing

evaluation of their

learning

experience.

Based

on

her

experience,

the

instructor

now

agrees

with

Eyler,

Giles,

and

Schmiede

that reflection

is the

glue

that

holds service and

learning

together

to

provide

educative

experiences

(16).

When

students

engage

in

critical reflection based

at

least

in

part

on

personal

attitudes

and

values,

they

contribute

not

only

to

their

own

personal growth

but

also

to

ongoing

academic

learning

(15).

How

was

the UNCA students' reflection connected ?that

is,

how did

it

link

their

service

experience

with

their

scholarly,

classroom-based activities?

According

to

Eyler,

Giles,

and

Schmiede,

The

synthesis

of action and

thought

results from

connected

reflection_[T]he

result

of

connected

reflection is

not

only

more

effective

service and

more

effective

learning,

but also

a

sense

of

empowerment

and

personal

growth

that

inspired

in

many

students

a

commitment

to

both

their

current

service and continued service involvement

(18).

There is

no

doubt

that

the students

in the

semester-long

course connected their

experiences

to their written

assignments

in the

textbook

Medicina

y

servicios

m?dicos

(McGraw-Hill),

their

readings

in

the

manual,

and their

diary-writing

assignments.

Moreover,

students

in

both

courses were

able

to

connect

idioms

they

were

hearing

and

specific regional

accents

or

dialects

to

prior

or

concurrent

courses

on

phonetics,

advanced

composition,

and

grammar.

A

student

who had

just

completed

a

course

in

linguistics

and

phonetics

stated

that,

El

primer

d?a

aprend?

que aunque

hace

casi

cuatro a?os

que

estudio

espa?ol,

no

sab?a

la

pronunciaci?n

correcta

de 'buenos d?as'

(Williams

1).

In

addition,

to

very

differing

extents,

students

were

connecting

culturally-related learning

to

various

literary

works

and

topics

of

civilization

or

culture

previously

or

concurrently

studied.

The

challenging descriptor

is the

one

that

might

not

apply

to

everyone's

structured

reflec

tion. Describing it as both extremely important and difficult to implement (19), Eyler, Giles,

and Schmiede

say

it

requires

a

teacher

or

colleague

who

questions

and

challenges

the student with

new

and

perhaps

uncomfortable

ideas

so

that she

or

he

has

to

think

innovatively

and

ponder

original perceptions

and ideas.

At

the

same

time,

this

challenging questioner

must

offer

support

and

help

the student

feel safe.

This kind of

ongoing questioning by

the

instructor

was

not

part

of

the short-term

volunteers'

experience,

but

they

indicated

informally

that

they

had

chances

to

de

brief

with staff

at

the center.

The instructor did

intentionally

engage

in

challenging questioning

with the students who

met

with her

on a

regular

basis.

Moreover,

the

most

frequently-posed

questions

among

the

comments

and

questions

she

wrote

in

the

margins

of their

journal

entries,

were,

How

did that

make

you

feel?

or

What do

you

think the

person

was

feeling?

and

then

Why? The students tended to narrate carefully and effectively their encounters with patients,

but

they

did

not

automatically

connect

the

specifics

of certain

experiences

with their

own

attitudes

toward

their service and themselves

until

challenged

to

do

so.

A

particular

goal

was

to

be

sure

they

continued

to

see

themselves

as

both

generous

givers

and

needy

receivers. Like the editors of

Construyendo

puentes,

the instructor

wanted the students

to

learn with

community

members

as

opposed

to

learning

about

them

(1).

It

was

thus

gratifying

to

read

comments

such

as

the

following:

Es

posible

que

el

ambiente,

el

trabajo

y

la

experiencia

del

proyecto

me

ayudaron

m?s

a

m?

que

a

los

pacientes

durante

las doce horas

(Meadows

5).

The last

adjective

used

to

convey

effective reflection

principles

is

contextualized. Reflec

tion is contextualized

if

its environment

and methods match the themes and

experiences

of the

service-learning, particularly

in

terms

of

the

level of

formality

and the

physical proximity

to

the

service-learning

site.

The students had

numerous

opportunities

to

engage

in

both

spontaneous

and

informal contextualized

reflection

while

on

the

job.

Their

more

structured reflection

activities,

in

contrast,

involved

greater

formality

than that

found

in

their work

environment but

a

good

bit less

than

in

a

traditional class

setting.

Reflection

with the

instructor occurred

in

her

office,

a

site

too

far

removed from

the work site

and,

in

addition,

a

space

neither

especially

comfortable

nor con

ducive

to

interaction.

Despite

this

drawback,

it

is difficult

to

imagine

any

significant

reflective

activity

concerning

their

interpreting

and

translating

that

would

not

be

considered

contextual.



7/13

Spanish

and

Service-Learning

579

This kind of

language learning

is far

from

abstract;

it is

intricately

tied

to

the

context

of

patients

and

their health

care,

on

one

hand,

and of students and their

communicative

skills

on

the other.

Real borders

must

be crossed in

such

learning.

As Jonathan

F.

Arries discovered

in

his work with

students

at

a

rural

clinic for

migrant

workers

on

Virginia's

Eastern

Shore,

the

context

created

by

service can

empower

students,

enabling

them to

demystify

complex

aspects

of

language

and

society

...

[and cross]

borders

imposed by

institutional

forms

(41).

Discussion

We

conclude

that

learning (according

to

the five C's

outlined

in

Standards

for

Foreign

Language Learning)

occurred for all the

students.

In

terms

of Standard

1,

Communication,

Communicate

in

Languages

Other

Than

English

(9),

student volunteers

at

the health

center

cited

the

opportunity

to

speak

Spanish

in

the real

world

as

themain

reason

for

volunteering

and

as

the

most

important

benefit. For

many,

it

was

the first

chance

to

use

the

language

in

an

authentic

communicative environment. Creo que he aprendido mucho que no pod?a aprender sin ir a un

ambiente

donde

se

tiene

que

hablar solamente

espa?ol....

Fue

la

primera

vez

que

estaba

sumer

gido

en un

ambiente

de

hispanohablantes

(Meadows

1).

Another

student,

aware

of

how

important

her

pronunciation

was

for

communication,

commented

on

...

la

diferencia

entre

estudiar

espa?ol

en una

sala

de

clase

y

estudiar

espa?ol

en un

ambiente

donde

nadie

comprende

ingl?s.

Las

personas

con

quienes

yo

trabajo

no

pueden comprenderme

si

no

hablo correctamente.

Por esto

aprendo

mucho

m?s sobre

lo

que

me

hace falta

en

cuanto

al

acento,

los

modismos

y

los

significados

(Williams

1).

Although

it

might

seem

that the

topic

was

limited

to

medical

matters,

in fact the

students

communicated about

a

wide

range

of

subjects,

especially

family

and

personal

goals

and

problems,

and

legal

and

economic issues.

Many

of

the

student

volunteers

had

to

trans

late, both from Spanish to English and English to Spanish, specialized documents concerning

various

vaccinations

including

their

purpose

and

possible

reactions.

They

often found

themselves

utilizing

numerous

communication

strategies

mentioned

in

Standards

for Foreign

Language

Learning

(

1996),

including

circumlocution,

guessing, using

context,

making

and

interpreting

ges

tures,

seeking

and

providing

clarification,

making

and

checking hypotheses,

inferring,

predicting,

generalizing,

reflecting,

and

drawing

conclusions,

all the while

maintaining

a

sense

of

humor,

patience,

and

tenacity

(30).

The second

standard,

Cultures,

Gain

Knowledge

and

Understanding

of Other

Cultures

(9),

proved

to

be

met,

ironically,

in

terms

of both other

cultures

and the

students'

own

culture.

Con

cerning

the

home

culture

(generalized

but also

narrowed

to

that

of

a

middle-class

college

student

in the United States),

most

students demonstrated

a

cognitive connection between their values of

work,

status,

and

material

possessions,

on one

hand,

and their

attitudes

toward

family,

child

bearing, parenting,

and

use

of

leisure,

on

the

other.

Most

of the students

reported being

impressed

with the

high

priority

Latinos

put

on

family.

One student

was

especially

concerned with

the

topic

and related

it to

her

own

personal history

in

the

following

way:

Aqu?

somos

personas

m?s

independientes

y

nuestras

metas

consisten

en

tener

una

carrera,

una casa

y

un

carro.

La

familia

es

una

meta

secundaria.

Pero

es

lo

opuesto

para

los latinos....

El

otro

d?a

yo

le

cont?

al

mismo

hombre la historia

de

mi

familia.

Es

una

historia

complicada[;]

mi

mam?

ha

estado

casada tres

veces

y

tengo

un

medio

hermano.

El

dijo

w

Ay,

es

complicado.

Es

as?

aqu?.

Se

casa

y

se

divorcia'

(Williams

2-3).

Several students reflected

repeatedly

on

the

privilege

of

having

the

time, skills,

and

oppor

tunity

to

volunteer service of

any

kind.

Moreover,

a

number exhibited

a

marked

change

in

attitude

toward

members of

the

cultures

being

observed?Spanish-speaking

persons

currently living

in

the

United

States,

most

of

whom

are

originally

from

Mexico and

Central America.

Orgullosa

es

la

palabra

que

usar?a m?s

para

describir

la

gente

hispana.

A

pesar

de la

pobreza

y

la

desigualdad

aqu?

en

los Estados

Unidos,

la

gente

guarda

el

orgullo.

Los

pacientes

vienen

con su

mejor

ropa y

usualmente

no

vienen

hasta

que

el

dolor

o

los s?ntomas

prohiben

que

trabajen

(Cade

2).

Another

student moved

from

viewing

Latinos

primarily

as

powerless

and

complaining

victims

to



8/13

580

H?spanla

86

September

2003

determined

and

proud,

active

agents.

Especially

illuminating

were

experiences

related

to

traditional

health

practices

in the home

country

and how

those beliefs

and

practices

impact

utilization of

services here.

At

the

same

time,

some

students

were

surprised

to

learn how

available

and

affordable modem health services

are

in

several

Spanish-American

countries.

Students

not

only

connected

with other cultures

but also

with

other

areas

of

study.

In

meeting

the

third

standard, Connections,

Connect

with

Other

Disciplines

and

Acquire

Information

(9),

students

are

to

use

the

foreign language

to

learn

more

in

other

disciplines

and

to

acquire

informa

tion

and

recognize

the

distinctive

viewpoints

that

are

only

available

through

the

foreign language

and its cultures

(9).

All

of the students learned about the human

body,

health,

medical

delivery,

and other social

services

provided

by

the

city,

county,

and

state

governments.

They

learned

or

reinforced

prior

learning

in

psychology,

sociology,

history,

geography,

and international rela

tions.

Traducir

en

la

cl?nica

es

tambi?n

una

buena

oportunidad

para

examinar

cuestiones de

raza,

pobreza

e

inmigraci?n [...].

Por

ejemplo,

discuto

la

pol?tica

[y]

el

papel

de los

EEUU

en

el

tercer

mundo

(Williams

2-3).

And:

Esta

clase est?

llena de

cultura,

historia, ciencia, vocabulario,

y

muchos individuos

amigables

(Cade 5).

Connections

were

made with additional

disciplines

and

topics,

such

as

gender

expectations.

Reflecting

on

the

importance

of

understanding

cultural

expectations

of

Latino

men

in

order

not to overreact

negatively

to

their

flirting,

a

female

wrote:

Los

hombres

son

una

cosa

especial

en

la

cultura

hispana.

Se necesita

tener

una

idea

de la

cultura

para

aceptar

las

acciones de

los

hombres.

La cultura les ense?a

que

los

silbatos,

los

gritos

y

los

flirteos les hacen m?s machos

(Cade

3).

Although

such

sweeping

statements

need

to

be examined

closely,

as

they

may

or

may

not

be corroborated

by

empirical

evidence,

they

do indicate critical

thinking

about cultural

norms

in

other communities.

And,

by

providing

students

the

opportunity

to

engage

in

discourse about both

foreign

and

home

cultures,

the

service-learning

offers

a

context

with the

potential,

at

least,

for

growing

mutual

respect.

The

following

comment

exemplifies

one

form of this

potential:

Entonces,

con esta

clase

ayud?,

no

solamente

a

la

gente

hispana

sino

tam

bi?n

a

nuestra

gente,

porque

muchos

hispanos piensan

que

los

gringos

los

usan

para

trabajo

barato

sin

un

pensamiento

sobre

sus

familias

o

respeto

por

otros

humanos.

Que

haya gringos

en

la

cl?nica

que

quieren ayudar, puede

cambiar los

puntos

de vista de la

gente

hispana

(Cade

6).

Students

in

our

study

were

able

to

hear and

explore

outside

perceptions

of their

own

culture and

community

and of themselves

as

individuals.

Service-learning,

then,

shares

with

study

abroad

or

other

experiences

in

foreign

countries,

the

outcome

that students become

more

accepting.

It

is

not

surprising

that

recent

sociological

studies

show

a

link

between

tolerance and

foreign

travel

or

stay.

Further,

in

terms

of

information and

viewpoints

available

exclusively through

the second

language,

one

need

only

compare

the

ease

with which the student interpreters gained information from interviewing and questioning clients,

on

the

one

hand,

with

the

difficulty

and

discomfort,

on

the

other,

shown

by

staff members

who did

not

speak Spanish.

In

meeting

standard number

four,

Comparisons,

Develop

Insight

into

the

Nature of

Lang

uage

and Culture

(9),

students

understand

language

in

general

by comparing English

and

Span

ish.

They

understand the

centrality

of

language,

especially

in

its

relationship

to

self-expression

and

self-esteem.

By

experiencing

their

own

moments

of

feeling

shut

out

because of their

inability

to

understand

a

comment

or

concept,

they

can

begin

to

relate

language

to

power

and

margin

alization. Several

students

were

forced

to

recognize

their

own

mistakes and

assumptions

in

Spanish

and

even

to

speak English

more

consciously

and

intentionally?based

on

specific

messages and feelings theywanted to convey. One reflected at length on the difference of register,

though

she did

not

know

it

by

that

term.

She understood

that

even

slang

has its

appropriate

and

accepted

niche and

that

there

are

times

when

textbook

Spanish

is

less

effective

than

a more

informal,

perhaps

even

grammatically

incorrect,

Spanish.

On

the other

hand,

a

few

made

the

leap

from

viewing

grammar

as a

necessary

evil

in academics

to

experiencing

the connection

between

standard

grammar,

syntax,

and lexicon and

life-saving

communication. Cuando

estoy

tradu

ciendo,

la

importancia

es

el vocabulario

y

la

gram?tica

porque

el

paciente

necesita

la

misma

descripci?n. Despu?s,

la

gram?tica

exacta

tiene

menos

importancia

porque

el

uso

del

argot

es

m?s



9/13

Spanish

and

Service-Learning

581

importante

porque

la

gente

tiene m?s

confianza

y

quiere

hablar

m?s

con

alguien

que

pueda

hablar

bien.

El

argot

es

la se?al

de

que

tengo

experiencia

con

la

lengua

y

no

la hab?a

estudiado solamente

en

las

clases

(Cade

1).

Furthermore,

as

mentioned

above,

some

students

arrived

at

a

much

deeper

understanding

of

the

concept

of culture

by learning

how intertwined

are

different

areas

of

life?such

as

hygiene,

income,

employment,

sexual

taboos,

gender

roles?and how

language

mediates

among

them.

According

to

the

authors of

Standards,

By

struggling

with

how

to

express

particular

meanings

in

a

second

language,

how

to

encode them

linguistically,

and how

to

be

sensitive

to

norms

of

politeness

in

another

culture,

students

gain

awareness

of

the

nature

of

language

itself

(53).5

Or,

in

the

words

of

one

of

the students:

El

concepto

de

'usted'

y

't?'

es una

parte

muy

importante

en

la

cultura.

Aprend?

la

diferencia

en

mis

clases de

escuela,

pero

el

uso

exacto

es

muy

importante.

La

gente

usa

't?'

m?s

que

en

las

escuelas. El

uso

de

't?'

es

una

se?al

de

confianza

del

paciente.

Cada

vez

que

alguien

empieza

a usar

't?,'

yo

s?

que

es

un

momento

importante.

'Usted'

es

un

s?m

bolo

de

respeto,

pero

tambi?n

es una

forma de

distancia

(Cade

4).

The final standard is

Communities,

Participate

in

Multilingual

Communities atHome and

Around the

World

(9).

By interacting

consistently

and

meaningfully

with

native

Spanish

speakers,

these

student

volunteers

were

physically

and

metaphorically

moving beyond

the

univer

sity

setting.

As

some

of

them

made

personal

friends,

they

began

to

participate socially

in

family

and

national mini-communities

within

their

own

county

or

city.

Others

made

definitive

plans

to

visit the

home

regions

of their favorite

clients.

Many

students

began asking

for

additional infor

mation

and

immersion,

whether

through

audiovisual

resources,

concerts,

talks,

plays,

and

worship?all

ways

of

participating

or

preparing

to

participate

in

Spanish-speaking

communities.

Without

exception,

each

student

manifested increased

interest

in

the

Spanish

language

and

almost

anything

connected

to

it. This

strongly supports

the

Standards

for Foreign

Language

Learning

authors' assertion that students are highly motivated to excel in their study of a second language

when

they

see

immediate

applications

for

the skills

they

learn

(59).

Conclusions

and

Recommendations: Institutional

Priorities,

Instructor

Time and

Energy

The

outstanding question

concerning

such

a

pedagogical

endeavor

in

which

so

many

goals

are

met

and

students

are

cognitively

and

emotionally

aware

of

their

learning,

is

what

could

pos

sibly

be the

disadvantages?

Few

have

appeared.

But

room

for

improvement

is

vast,

mostly

related

to

increased

formal

preparation, sharing

of

reflection with

peers

as

well

as

instructor,

and

more

intentional,

formal,

ongoing

assessment?also known

as

formative

because it

can

be

utilized to

mold the remaining learning activities?to balance the formal summative assessment, which

occurs

at the

end

of

the

course

and thus cannot

impact

the

learning

process.

In

particular,

we

believe thatwith

more

structured formative

assessment

at

the

agency

level,

the

student

gains

could

be

even

greater,

especially

in

terms

of

increased

social

awareness

and

sense

of civic

respon

sibility.

Clearly,

besides

interest

in

and

connections with

Spanish-speaking

communities,

time

and

energy

are

the

key

requirements

for

an

instructor

to

develop

and fine-tune

such

courses.

It

helps

enormously

if

administrators view

teaching

as

an

important

and

respected

form

of

scholarship.

As

Edward

Zlotkowski

points

out,

even

though

some

individual

faculty

members will

continue to

pursue

service-learning

activities

and

scholarly

reflection,

most

faculty

very

much need

a

frame

work

of

disciplinary legitimacy

and

institutional

support

if

they

are

to

devote themselves seriously

to

a

service-learning

pedagogy

(86).

It

is

time

to

dismantle

the

traditional

hierarchy

and

barriers

separating

research and

teaching

so

that

the

academy truly

values

research

about

teaching

and

about

pedagogy

in

the

context

of

service.

At

the

same

time,

strong

formalized links

between

the

community

and the

university

must

replace

the

weaker

links

hinged

on

one

instructor's

connections

and

convictions,

if

service-learning

is

to

reach

its

potential.



10/13

582

H?spanla

86

September

2003

Impact

on

Students

and the

Community

Service-learning

experiences

in

Spanish

can,

and

in

these

particular

cases

did,

result

in

recognized gains

for the

student,

the

clients

or

agents,

and the

university.

One

student summed

it

up

by saying,

No

podr?a

tener estas memorias si no tuviera

Espa?ol

440. Si tuviera la

oportunidad

de hacerlo de

nuevo,

lo har?a sin vacilaci?n. De

verdad

segu?

yendo

despu?s

de

que

serv?

las doce

horas. Sent?a

muy

bien cada

vez

que

sal?a

del edificio. Sent?a

que

hab?a

ayudado

a

alguien

(Rasheed 4).

The

comment

of another

student,

Creo

que

aprend?

m?s

f?cilmente

en

esto

y

tam

bi?n

gan?

m?s

confianza

en

mis habilidades de hablar

espa?ol.

Pienso

que

ser?a

mejor

si m?s

clases de

espa?ol

tuvieran

el

requisito

que

los estudiantes

trabajaran

en un

ambiente de

hispano

hablantes

(Meadows

1),

echoes

what

other instructors

are

finding:

that

students

unanimously

endorsed

service-learning

as an

effective method

for

teaching

language

and culture

(Hale 21).

It

seems

reasonable,

moreover,

to

conjecture

that the rewards

experienced

by

these

students

who

will

be

our

communities'

future

leaders

and

participants

will

reinforce the

pleasure

of

giving

and cooperating. Spanish service-learning is neither financially remunerative, convenient, nor

related

to

acquiring

more

material

goods.

Yet,

as

shown

in

this

analysis,

a

student's

gain

can

be

clearly

measured

and

defined,

and all the

figures

point

to

significant

and

shared

wealth.

O'Grady

specifies

some

of

the

gains

for both student

and

community

by observing

that

enhanced

learning

in

students includes

learning

how to

critically

reflect

on

their

experience

and how

to

work

collaboratively

with

others,

theoretically resulting

in

increased motivation for

learning

and

strengthened

social

awareness

and civic

responsibility

(8).

She is

especially

concerned with

awareness

of and

responsibility

for the

increasing diversity

in

our

society

and the

growing

economic

disparities

between the haves and

have-nots that

is

presenting

a

particularly

important challenge

for

our

nation

at

the

beginning

of the 21st

century

(xi).

Students who have

become passionately engaged in their active learning in amulticultural, community-based context

constitute

one

segment

of

society

with

a

strong

potential

to

continue

to

be involved with

and for

their communities.

Based

on our

study

of the results of the

service-learning

activities

by

students

studying

Spanish

at

UNCA,

as

described

above,

we

strongly

recommend

that

other

colleagues,

depart

ments,

and

institutions

accept

the invitation offered

by

Hellebrandt and

Varona to

take the

plunge

and

experiment

with this form of

academic-community

collaboration

on

behalf of

a

common

good

(6).

NOTES

'In

summary,

the

Deweyan principles

are:

fostering

reflective

thinking by

appropriate placement

in

social institu

tions;

opportunity

to

understand

the

continuity

and

interdependent

nature

of

personal growth through

various

experiences;

critical reflection

on

the

application

of

knowledge

to

everyday

social

problems;

student involvement in

identifying

and

setting

the

goals

of the

learning experience; learning

that

is

directly

correlated with social

service;

moral

education

in

the

sense

of

preparation

to

contribute

to

society;

fostering

concern

for

the

community

that is

realized

in

action;

and the teacher

as

mediator between

a

student's

needs and

community agencies

(DeVitis 9-11).

Published

in

1996

as

Standards

for

Foreign Language Learning: Preparing

for

the 21st

Century,

the standards

are now

guiding

curriculum

reform

at

all levels of

foreign language

instruction. Standard

1,

Communicate

in

Languages

Other

Than

English

(9),

calls

for students

to

converse

about,

understand

and

interpret,

and

present

information and

feelings

on

various

topics

in the

target language.

The second standard is Gain

Knowledge

and

Understanding

of Other

Cultures.

Specifically,

this standard

sets

up

understanding

of

the

relationship

between

a

culture's

perspectives

and its

practices

and

products.

For the third

standard,

Connect with Other

Disciplines

and

Acquire

Information,

students

are

to

use

the

foreign

language

to

learn

more

in other

disciplines

and

to

acquire

information and

recognize

the distinctive

viewpoints

that

are

only

available

through

the

foreign

language

and its cultures

(9).

In

meeting

standard number

four,

comparisons, Develop Insight

into

the

Nature

of

Languge

and

Culture,

students understand

language

in

general

and

the

concept

of culture

by

comparing English

and

Spanish.

The final stardard is

communities:

Participate

in

Multilingual

Communities

at

Home and

Around theWorld. The

goal

is for

students

actually

to

use

the

language

in

a

variety

of

settings

and

for

various

purposes.

3See,

especially,

Jeanne

Mullaney's

article

in

which,

to

a

much

lesser

extent,

the five

C's

are

related

to

a

project

grouping Hispanic

ESL

students

with

students

studying

Spanish

as a

foreign

language.



11/13

Spanish

and

Service-Learning

583

4

According

to

Kip

T?llez,

...

in

order

to

ask students

to

engage

in service

learning,

the

professor

must

also

engage

in service

learning

and

at

least

be

knowledgeable

of the

contexts

in which students

are

asked

to

serve

(85).

5

See

Hale

for

a

similar

conclusion. The students also

gained

a

deeper appreciation

of the cultural

implications

of

language

use

through using

the

pronoun

'usted'

or

'tu'

[sic]

in

their

places

of service with

superiors

or

people

younger

than

they

are

(20).

WORKS

CITED

Arries,

Jonathan F. Critical

Pedagogy

and

Service-Learning

in

Spanish: Crossing

Borders

in the

Freshman

Seminar.

Hellebrandt

and

Varona

33-47.

Boyle-Baise,

Marilynne,

and Patricia Efiom. The Construction of

Meaning: Learning

from Service

Learning.

O'Grady

209-226.

Cade,

Emily.

La

clase de servicio

en

la

cl?nica

m?dica.

Asheville,

NC:

UNCA,

1999.

Chaves

Tesser,

Carmen.

Foreword. Hellebrandt

and

Varona.

Costa

Maciel

de

Castro,

Liliana.

Guidebook

for Volunteer

Interpreters

of

Spanish:

Buncombe

County

Health

Center

and

University

of North

Carolina-Asheville.

Asheville,

NC:

UNCA,

1998.

DeVitis,

Joseph

L., Robert W. Johns, and

Douglas

J.

Simpson.

Introduction. To Serve and Learn: The

Spirit

of

Community

in

Liberal Education.

New

York:

Peter

Lang,

1998.

6-16

Eyler,

Janet,

and

Dwight

E.

Giles,

Jr.

Where

's the

Learning

in

Service

Learning?

San Francisco:

Jossey-Bass

P,

1999.

Eyler,

Janet,

Dwight

E.

Giles, Jr.,

and

Angela

Schmiede.

A

Practitioner's

Guide

to

Reflection

in

Service-Learning:

Student

Voices

and

Reflections.

Nashville:

Vanderbilt

U,

1996.

Hale,

Aileen.

Service-Learning

and

Spanish:

A

Missing

Link.

Hellebrandt and Varona

9-31.

Hellebrandt, Josef,

and Luc?a T.

Varona,

eds.

Construyendo

Puentes

(Building

Bridges): Concepts

and Models

for

Service-Learning

in

Spanish. Washington:

AAHE,

1999.

?.

Introduction. Hellebrandt and

Varona

1-7.

Meadows,

Jeff.

Proyecto

de servicio.

Asheville,

NC:

UNCA,

1999.

Mission.

U

of

North Carolina-Asheville.

August

2000

.

Mullaney,

Jeanne.

Service-Learning

and

Language-Acquisition Theory

and

Practice. Hellebrandt

and Varona

49-60.

National Council of

La Raza.

Beyond

the Census:

H?spanles

andan

American

Agenda.

Washington. Aug.

2001

.

National Standards in

Foreign

Language

Education

Project.

Standards

for

Foreign Language

Learning: Preparing

for

the

21st

Century.

Lawrence,

KS: Allen

P,

1996.

O'Grady,

Carolyn

R

Integrating

Service-Learning

and

Multicultural

Education

in

Colleges

and

Universities.

Mahwah,

NJ: Lawrence Erlbaum

Associates,

2000.

?.

Integrating Service-Learning

and

Multicultural

Education: An

Overview.

O'Grady

1-19.

Rasheed,

Aqeel.

La

raz?n

por

la

cual

prestar

servicio.

Asheville,

NC:

UNCA,

1999.

Rhoads,

Robert

A.,

and

Jeffrey

P. F.

Howard,

eds. Academic

Service

Learning:

A

Pedagogy of

Action

and

Reflection.

San Francisco:

Jossey-Bass,

1998.

Rice, Kathleen,

and Seth

Pollack.

Developing

a

Critical

Pedagogy

of

Service

Learning:

Preparing

Self-Reflective,

Culturally

Aware,

and

Responsive Community

Participants.

O'Grady

115-34.

Schmitt,

Conrad

J.,

and

Protase

E.

Woodford. Medicina

y

servicios

m?dicos.

NY:

McGraw-Hill,

1992.

Sigmon, Robert

L.

Service Learning:

Three

Principles. Synergist:

The

Journal of ACTION'S National Student

Volunteer

Program.

8.1

(1979):

Spring.

9-11.

State &

County QuickFacts.

7

Feb

2002.

U.S. Census Bureau.

7

May

2002.

.

T?llez,

Kip. Reconciling

Service

Learning

and the Moral

Obligations

of the Professor.

O'Grady

71-91.

Varona,

Luc?a T. From

Instrumental

to

Interactive

to

Critical

Knowledge

Through

Service-Learning

in

Spanish.

Hellebrandt and

Varona

61-75.

Weigert,

Kathleen

Maas.

Academic Service

Learning:

Its

Meaning

and

Relevance. Zlotkowski

3-10.

Williams,

Caitlin. Traducir

espa?ol

en

un

ambiente m?dico.

Asheville,

NC:

UNCA,

1999.

Zlotkowski,

Edward.

A

Service

Learning

Approach

to

Faculty

Development.

Academic Service

Learning.

San

Francisco:

Jossey-Bass,

1998.

81-89.

APPENDIX

SPANISH

ST 473

Spanish

Interpreting

in

Medical

Settings

Fall

1999

M

5:30

H

20

TEXTS:

Guidebook

for

Volunteer

Interpreters of Spanish:

BCHC and

UNCA,

da

Castro

Medicina

y

Servicios

M?dicos,

McGraw Hill

Pre-requisites:

Spanish

440

and

permission

of

instructor

and

health

center

Spanish-language

coordinator

The

goals

of this

course

are

to

help

the

Hispanic

community

receive

medical

care

in

their

own

language

at

BCHC;



12/13

584

H?spanla

86

September

2003

to

practice

and

improve

my

spoken

Spanish;

to

learn

about

the

experience

of

Hispanics

in

the

United

States,

specifically

in relation

to

medical and

social

services;

to

learn

to

read and write

correct

Spanish

with medical

vocabulary;

to

continue

to

improve

idiomatic command

of written

Spanish.

These

goals

will be

accomplished primarily

through

praxis?that

is,

6-9 hours

per

week of on-site

interpreting

at

the

Buncombe

County

Health

Center,

under the

supervision

of the

Spanish-speaking

coordinator.

In

addition,

students

will

keep ajournai,

in

Spanish,

about their

experiences

there.

They

will

also

complete assignments

in

the

textbook

about

medical

services.

Evaluation:

40%

journal

and written

homework,

including

final

essay

20%

proyecto

final

40%

BCHC

supervisor's

evaluation

Schedule:

6-9

hours

per

week

at

BCHC,

as

determined

by

student and

supervisor

class

CH 220

eight

classes

during

the

semester

?

Jan

24,

Feb.

7, 21,

Mar

13, 27,

Apr.

3,

17,

May

3

(Final)

oral

quizzes?every

class

journals due?every

class

written

exercises?every

class

final

essay?5/3

[Examen final]

Una

reflexi?n sobre

la

experiencia,

en

la cual

se

mencionan

tanto

los

aspectos

positivos

como

los

negativos:

?la

relaci?n

entre la

experiencia pr?ctica

en

la cl?nica

y

otros

cursos

de

espa?ol,

sobre todo

pensando

en

la

gram?

tica

(la

relaci?n

entre

el

lenguaje

y

la vida

cotidiana)

?el

papel

de

la

cultura,

el

poder,

los

estereotipos

y

las

suposiciones

?su

definici?n

de

servicio

y

si tal actitud

influy?

en

su

experiencia

?lo

que

haya aprendido

en

cuanto

a

su

propia

relaci?n

con

la comunidad latina

?c?mo

y

qu?

cambiar?a

si

realizara

el

proyecto

de

nuevo

EVALUATION FORM

for

UNCA STUDENTS

at

BUNCOMBE

COUNTY HEALTH

CENTER

Spanish

Interpreting

in

Medical

Settings/Service

Learning

Student

Name_

Address

_

Telephone

_

E-mail

_

Work

commitment:

From

(day/month/year)_

through_

Days

and

hours

of

week

Weekl

M

T

W TR

F

Week

2

M

T

W

TR

F

Week 3 M T W TR F

Week

4 M T

TR

F

Week

5

M T

TR

F

Week 6

M

T

W TR

F

Week

7

M

T

W

TR

F

Week

8

M

T

W

TR

F

Week 9

M

T

W

TR

F

Week

10

M

T

W TR

F

Week

11

M T

W

TR

F

Week

12

M

T

TR

F

Attendance and

Punctuality:

Excellent Good

Average

Poor

Comments:



13/13

Spanish

and

Service-Learning

585

Ability

to ask

for and receive

guidance, suggestion,

correction:

E

G

A P

Comments:

Compatibilitywith staff: E G A P

Comments:

Compatibility

with

clients:

E G A P

Comments:

Assessment

of

Spanish

skills

(spoken

and

written):

Firstweek:

E

G

A P

Comments: _

Last

week:

E

Comments:

Overall

assessment

of student's contribution

Comments:

Signed:

BCHC

Supervisor

UNCA

Student

SPANISH 440

Advanced

Spanish Language

and

Composition [selected passages only]

Fall 1999 TR

4:30-5:45

CH

232

Home

page:

Prerequisite: Spanish

320

or

equivalent

or

by permission

of instructor

Texts:

Aprendizaje:

T?cnicas de

composici?n,

Nance and Rivera

Various

readings

on

reserve,

from the

web,

and

as

handouts

An

up-to-date dictionary, preferably

with

170,000

entries

or

more

On

reserve:

Aprendizaje; Repase

y

escriba and

answer

key;

various

articles,

stories,

videos,

etc.

Welcome

to

Spanish

440,

an

advanced

course

of

written and

spoken Spanish.

What

you

hope

will

happen

to

you

related

to

the

course

is

most

important.

Final You have

two

options

for

your

final

project:

1)

find

a

Spanish

language setting

suitable for

volunteer work

throughout

the

semester.

Volunteer

for

a

minimum of

12

hours,

and

keep ajournai.

Write

a

5-page

formal

summary

spanish and service-learning pedagogy and praxis

Documents