Integrative Approaches to Service Learning: Two Models for Composition and Grammar Classrooms: Part II Service learning for heritage/native speakers of foreign languages

El Taller ( Spanish Writing Center) An overview- Begun by a grad student in 2005 CHISPA (Carolina Hispanic Association)

Composition Course Advanced Grammar and Composition course Important for study abroad placement Important as a pre-requisite for many lit and culture courses Goals –review grammar/ writing skills

El taller Students could bring the draft of their papers for review by their peers Heritage and native speakers would share their insight in ways that a teacher might be able to…( cultural exchange) Students saw how native speakers viewed their work

Service Learning for Native/Heritage Speakers MLA report recommendations: Broaden the range of languages taught. In particular, add locally spoken languages to the curriculum. Seek out heritage learners and design a curriculum that meets their needs. Encourage heritage speakers to learn additional languages. Adopt and promote best practices for heritage- language teaching such as those developed by the Center for Applied Linguistics.

CLAC and Service Learning Many English comp course are “linked” to other courses and disciplines Many native/heritage speakers are pursuing degrees in other disciplines (writing across the curriculum) Connecting the course can make writing more meaningful/authentic

Difficulties in implementation Finding qualified undergraduates Getting funding or course credit approved Honor code questions

Student response Mostly positive Class evaluations

Conclusions:

Questions or Observations…