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Lista de candidatos sometidos a examen:
1) service learning (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: service learning


Is in goldstandard

1
paper corpusSignostxt524 - : Indeed, these co-existing trends in language education, namely, the increase in SHLs and corresponding recognition of their unique needs, the need for domain-specific language education in the form of LSP, and the contemporary emphasis on experiential, community-based service learning led many scholars and language educators to a rather obvious conclusion: SSP for SHLs deployed via community service learning had untapped potential and could be a powerful agent for change . The potential for learning transcended language and could result in not only positive linguistic outcomes, but intrapersonal, political, and socio-cultural ones as well. Many applied linguists have closely analyzed the interface between two of the three elements (i.e., SHLs, SSP, and CSL), but to our knowledge there exists scant research that explores the confluence of all three. The need to develop connections between these three areas has created a curricular gap that is explored in the next section.

2
paper corpusSignostxt524 - : The future is bright for SHLs embarking on the study of LSP insofar as appropriate pedagogies are applied, such as CSL, that maximize the contributions their socio-cultural and socio-linguistic identity can make. As SHLs master technical language and topical content of previously foreign, untouchable fields of study by tapping into their ethno-linguistic identity, they will flourish rather than flounder. Such was Pedro’s (name changed) experience while serving as an assistant to an American dentist as part of a service learning project during a study abroad in Ecuador:

3
paper corpusSignostxt528 - : The ‘Spanish for Leadership in the Professions’ course is the result of three interconnected lines of thought: the results of the needs analysis process described earlier, the careful reflection on almost two decades of teaching a previous mixed-learner advanced service learning language course, and the author’s increasing interest in linguistic landscape as a field of study. All these factors led the author to the realization that her own students (both L2Ls and HLLs), if working in a team-based learning environment in collaboration with well-stablished community partners, could ‘ecologically’ become agents of positive change of their own community’s public spaces. In this article we have also argued that the combination of SSP with service learning is the ‘perfect match’ for HHLs by providing four reasons behind this claim: empowerment, leadership, knowledge of the general language, and intercultural communication capacity . The ‘Spanish for Leadership in the Professions’ capstone from t

4
paper corpusSignostxt528 - : Abbott, A. (2017). Civic engagement and community service learning: Connecting students’ experiences to policy and advocacy . In M. Bloom & C. Gascoigne (Eds.), Creating Experiential Learning Opportunities for Language Learners: Acting Locally while Thinking Globally (pp. 33-52). Bristol, UK: Multilingual Matters. [ [127]Links ]

5
paper corpusSignostxt528 - : Tocaimaza-Hatch, C. & Walls, L. (2017). Service learning as an ecological resource: Providing learning opportunities for mixed second and heritage language classrooms . In M. Bloom & C. Gascoigne (Eds.), Creating Experiential Learning Opportunities for Language Leaners: Acting Locally while Thinking Globally (pp. 53-71). Bristol, UK: Multilingual Matters . [ [178]Links ]

6
paper corpusSignostxt525 - : Deardorff, D. & Edwards, K. (2013). Framing and assessing students’ intercultural competence in service learning. In P. Clayton, R. Bringle & J. Hatcher (Eds.), Research on Service Learning: Conceptual Frameworks and Assessment: Communities, Institutions, and Partnerships (pp . 157-183). Sterling, VA: Stylus Pub. [ [225]Links ]

7
paper corpusSignostxt530 - : ^[65]Bugel’s (2013) study intended to measure the impact that a process-oriented translation course had on Spanish L2 and HLL learners, while the latter served as interpreters for a group of parents that were Spanish monolinguals who lived in the Midwestern United States. To this end, the participants were required to assist as interpreters at parent-teacher conferences, where some teaching/learning materials had been recently translated from English into Spanish. The subjects were also required to partake in a deep post-hoc meditation, given that “the epistemology of service learning is based on the assumption that knowledge is obtained in the interactive process of action and reflection” (^[66]Ebacher, 2013: 398 ). ^[67]Bugel (2013) observed that Spanish L2 learners greatly benefited from this experience in multiple ways. More specifically, they became better prepared to perform as interpreters, as they received ample training on finding and using online resources, such as translators and

Evaluando al candidato service learning:


2) shls: 5
6) learners: 3 (*)
8) interpreters: 3 (*)
11) leadership: 3
12) experiential: 3 (*)
15) opportunities: 3 (*)

service learning
Lengua: eng
Frec: 69
Docs: 12
Nombre propio: 2 / 69 = 2%
Coocurrencias con glosario: 4
Puntaje: 4.756 = (4 + (1+4.39231742277876) / (1+6.12928301694497)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
service learning
: Abbott, A. & Lear, D. (2010). The connections goal area in Spanish community service learning: Possibilities and limitations. Foreign Language Annals, 43, 231-245.
: Abbott, A. & Martínez, G. (2018). Spanish for the professions and community service learning: Applications with heritage learners. In K. Potowski (Ed.), The Routledge Handbook of Spanish as a Heritage Language (pp. 389-401). London, UK: Routledge.
: Abbott, A. (2017). Civic engagement and community service learning: Connecting students’ experiences to policy and advocacy. In M. Bloom & C. Gascoigne (Eds.), Creating Experiential Learning Opportunities for Language Learners (pp. 33-52). Bristol, UK: Multilingual Matters.
: Barreneche, G. (2011). Language learners as teachers: Integrating service learning and the advanced language course. Hispania, 94(1), 103-120.
: Finally, SHLs can learn appropriate role definition through community service learning. ^[100]Lowther-Pereira (2015) declares:
: Furco, A., y Billig, S. H. (2002). Service Learning. The Essence of the Pedagogy Greenwich: Information Age Publishing.
: Lear, D. & Abbott, A. (2008). Foreign language professional standards and CSL: Achieving the 5 C’s. Michigan Journal of Community Service Learning, 14(2), 76-86.
: McBride, K. (2010). Reciprocity in service learning: Intercultural competence through SLA studies. In B. Dupuy & L. R. Waugh (Eds.), Proceedings of Intercultural Competence Conference (pp. 235-261). Tucson, AZ: Center for Education Resources in Culture, Language, and Literacy.
: Medina, A. & Gordon, L. (2014). Service learning, phonemic perception, and learner motivation: A quantitative study. Foreign Language Annals, 47(2), 357-371.
: Olazagasti-Segovia, E. (2004). Second language acquisition, academic service learning, and learners’ transformation. In J. Hellebrandt, J. Arries & L. Varona (Eds.), Juntos: Community Partnerships in Spanish and Portuguese (pp. 5-16). Boston, MA: Thomas/Heinle.
: Pascual y Cabo, D., Prada, J. & Lowther Pereira, K. (2017). Effects of community service learning on heritage language learners’ attitudes towards their language and culture. Foreign Language Annals, 50(1), 71-83.
: Rodríguez-Sabater, S. (2015). Service learning and intercultural competence in the Spanish as a second language classroom. Southern Journal of Linguistics, 39(1), 1-23.
: Ruggiero, D. (2017). The CruCES project: A consideration of service learning and intercultural sensitivity among heritage learners. Revista de Lenguas para Fines Específicos, 23(1), 45-62.
: Ruggiero, D. (2018). Community service learning, learning by design, and heritage learners: A case study. In G. C. Zapata & M. Lacorte (Eds.), Multiliteracies Pedagogy and Language Learning: Teaching Spanish to Heritage Speakers (pp. 129-147). New York, NY: Palgrave Macmillan .
: Ruggiero, D. M. (2017). The CruCES project: A consideration of service learning and intercultural sensitivity among heritage learners. Revista de Lenguas para Fines Específicos, 23(1), 45-62.
: Sigmon, R. (1996). Journey to Service Learning: Experiences from Independent Liberal Arts Colleges and Universities. Washington, DC: Council of Independent Colleges.
: Strand, K. (2000). Community-based research as pedagogy. Michigan Journal of Community Service Learning, 7, 85-96.
: Strand, K., Marullo, S., Cutforth, N., Stoecker, R., & Donohue, P. (2003). Principles of best practice for community-based research. Michigan Journal of Community Service Learning, 9(3), 5-15.
: Sánchez-López, L. (2013b). Service learning course design in languages for specific purposes programs. Hispania, 96(2), 383-396.
: Sánchez-López, L. (2014). An analysis of the integration of service learning in undergraduate Spanish for specific purposes programs in higher education in the United States. Cuadernos de ALDEEU, 28, 155-170.
: Yang, P. (2014). One stone, two birds: maximizing service learning outcomes through tesol practicum. English Language Teaching, 7(5), 120-127. [134]https://doi.org/10.5539/elt.v7n5p120
: Zapata, G. (2011). The effects of community service learning projects on L2 learners’ cultural understanding. Hispania, 94(1), 86-102.