Navigating interactions, identifying gaps, and setting self-study goals: acquisition of Spanish via community-based learning in interprofessional clinics

ABSTRACT

This study contributes to research on second language pedagogy by exploring the experience of advanced second language and heritage language university students of Spanish who, as part of their class, participated in a community-based learning experience in local health and social service clinics serving vulnerable populations. By focusing on students’ memories and perceptions of the experience as well as their acquisition of vocabulary, the study elucidates not only the concrete gains in linguistic ability but also the affective aspect of a community-based learning experience.

RESUMEN

Este estudio contribuye a las investigaciones de la pedagogía de segundas lenguas de servicio a la comunidad al explorar las experiencias de estudiantes universitarios de español de segundas lenguas y de herencia en una clase con un componente experiencial en clínicas locales de servicios sociales y salud que sirven a poblaciones vulnerables. No solo a través de enfocarse en los recuerdos y percepciones de la experiencia sino también en la adquisición del vocabulario, este estudio elucida tanto las mejorías en habilidad lingüística como el aspecto afectivo de una experiencia de aprendizaje basada en la comunidad.

KEYWORDS:

• Spanish Language Teaching (SLT)
• community-based learning
• service learning
• vocabulary learning
• second language acquisition
• heritage language learners

PALABRAS CLAVE:

• Enseñanza del español
• aprendizaje comunitario
• aprendizaje-servicio
• adquisición del léxico
• adquisición de segundas lenguas
• adquisición de herencia

Notes

1 The total number of participants in each semester includes participants who consented to participate in the study and completed all required components of the study. The total class size for each semester was the following: Fall 2018 (n=8), Spring 2019 (n=15), and Fall 2019 (n=7). There were also two students in Spring 2019 and Fall 2019 enrolled in a second semester of a CBL experience in the clinics for independent study credit with the researcher-instructor.