Taking Spanish Outside the Box: A Model for Integrating Service Learning Into Foreign Language Study

Abstract

Many service learning studies support the positive effects of expanding the classroom into the community. The rapidly shifting demographic composition of the United States calls for a postsecondary education system that is able to prepare students to enter a global society. Service learning provides an opportunity for students to connect with the community and take ownership of their knowledge. This article examines the integration of service learning into a college‐level Spanish conversation course through a five‐phase model. Students are guided through the project's evolution as they transport the target language from the traditional classroom to an authentic setting. A collaborative learning approach between instructor and student promotes proficiency and self‐confidence in the target language. Critical reflection and civic engagement also are important components to the learner‐centered, experiential model. This framework may be applied to a variety of service learning projects.

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