Developing Cultural Sensitivity through Service-Learning Pedagogy Christine Coleman Núñez Kutztown University of Pennsylvania

Service-learning description “an intentional effort [is] made to utilize the community service experience as a learning resource” (Howard) “thoughtfully-organized service that […] is integrated into and enhances the academic curriculum of the students enrolled; and includes structured time for students to reflect on the service experience” (Corporation for National Service) “service-learning should include a balance between service to the community and academic learning and that the hyphen in the phrase symbolizes the central role of reflection in the process of learning through community experience” (Eyler and Giles) students in service-learning courses engage in academic readings related to diverse societal issues and then relate those topics to their community experience (Morris)

Reflective journal “while reflection appears to be critical for attaining important cognitive outcomes of service-learning or other field based programs […] students are unlikely to be engaged in reflection in their community placements unless intentional efforts are undertaken to make it so” (Eyler) Include pre- and post-service reflection Thematically tied to course content Connect linguistic functions to reflective activities Expand on readings, discussion from class

Reflective journal examples Discussing likes/dislikes Describe the type of service opportunities that appeal (or don’t appeal) to you and why (or why not). Narrating in the past Describe arrangements you have made to set up your service hours Reflect on your life as a young child. Think about the factors that shaped you – your family, friends, neighborhood, school, etc. Describe these things in your life, then discuss whether the people you have met during your community experience have had similar or different experiences. Be specific in your comparison.

Reflective journal examples (2) Expressing hope/desire Describe how the volunteer experience has affected you, or how you expect that it might affect you. Describe how you might affect or hope to affect the people you encounter during your volunteer experience. Hypothesizing Explain how you would run the agency or program (conditional tense) if you were the director (imperfect subjunctive). Think about the problems Hispanics in the U.S. may face, according to your own information from week 11. Now put yourself in the position of that person and discuss what you would do, and how you would feel, if you were faced with those challenges.

Rationale for service-learning – general observations “Students hunger for educational experiences that involve the whole person, that get to the heart of the matter, and that have a more direct connection with life and the context in which it is lived out in their surrounding communities.” (Hale) In service-learning courses the “passion for the experience also spills over into the classroom, producing higher levels of engagement in the subject.” (Eyler and Giles)

Rationale for service-learning – Learner-centered model Instructor role should “move away from information dissemination and move toward learning facilitation and guidance” (Howard) Empowerment that the learning-leader role brings to the student allows him/her to have more confidence in the observations s/he makes in the classroom and in the community. Emphasis on the process of learning rather than the outcomes of learning; learning how to learn rather than learning facts and theories (Dewey)

Issues in traditional second language learning Native/foreign dichotomy Pressure to identify with C2 may threaten learner’s cultural identity (Hahn) “Third place” between C1 and C2 (Kramsch) Language removed from socio-cultural context Culture-specific vs. culture-general learning (Paige, et. al.) “Learners become more aware of the communicative value of the target language as they use it in authentic situations in which each speaker is engaged in the outcome” (Overfield) Compartmentalized view of language Assessment of proficiency – teacher vs. learner driven

Student feedback Students express the feeling that they have benefitted in a way that is beyond the scope of the traditional language classroom. Students report a change of attitude towards learning Spanish While most students say the service opportunity was a positive aspect of the course, only 70% agreed with the statement, “Service-learning should be implemented into more classes at my school.” Individual student comments

Conclusion Time-consuming Worthwhile Logistical arrangements Reflective activity design Assessment Worthwhile Learner-centered Encourages critical thinking Promotes cultural sensitivity