This volume is part of a series of 18 monographs on service learning and the academic disciplines. It is designed to help teachers, administrators, and students realize the potential of service learning in Spanish. Following a Foreword by Carmen Chaves Tesser and an Introduction by Josef Hellebrandt and Lucia T. Varona, the four essays in Part 1, focus on qService-Learning as Theory, q and include: qService-Learning and Spanish: A Missing Linkq (Aileen Hale); qCritical Pedagogy and Service-Learning in Spanish: Crossing Borders in the Freshman Seminarq (Jonathan F. Arries); qService-Learning and Language-Acquisition Theory and Practiceq (Jeanne Mullaney); and qFrom Instrumental to Interactive to Critical Knowledge through Service-Learning in Spanishq (Lucia T. Varona). Chapters in Part 2, qService-Learning from the Classroom, q include: qService-Learning with Bilingual Communities and the Struggle for Change: A Critical Approachq (Mark Baldwin, Rosario Diaz-Greenberg, and Joseph Keating); qAltruism and Community Service in Hispanic Literature: Readings and Praxisq (Estelle Irizarry); qLearning the Basics of Spanish Translation: Articulating a Balance between Theory and Practice through Community Serviceq (Carmen Lizardi-Rivera); qRaising Cultural Awareness through Service-Learning in Spanish Culture and Conversation: Tutoring in the Migrant Education Program in Salemq (Patricia Varas); and qCommunity-Based Language Learning: Integrating Language and Serviceq (J. Patrick Boyle and Denise M. Overfield). Chapters in Part 3, qService-Learning in Local and International Communities, q include: qCommunity Video: Empowerment through University and Community Interactionq (Teresa Darias, Arturo Gomez, Josef Hellebrandt, Amy Loomis, Marta Orendain, and Silvia Quezada); qExpanding Our Vision of Literacy: Learning To Read the World of Othersq (Nancy Jean Smith); and qThe Chongon-Colonche Hills in Western Ecuador: Preservation through Community Empowermentq (Clarice R. Strang). Appended is a 27-item annotated bibliography. (All essays include references.) (SM)Some of them were doing community service for the first time. ... Concepcion Arenala#39;s essays suggest, rather, that it is something that can be learned with practice. Students cited other readings that contributed examples of sudden conversion: San Ignacio in his autobiography, the saint protagonist of Ayalaa#39;s story, and Don Quijotea#39;s conversion as he ... This studenta#39;s reflective essay focused on whetheranbsp;...
|Author||:||Josef Hellebrandt, Lucía T. Varona|
|Publisher||:||Stylus Publishing, LLC. - 1999-01-01|