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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

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paper corpusSignostxt529 - : With an overview of the concept of service-learning in Spanish-language courses, this article will examine the following four principal areas to help educators prepare individuals for effective intercultural communication in their prospective fields: (1 ) role of intercultural competence development across disciplines and in service-learning programs, (2) interdisciplinary approaches to service-learning program development, (3) connect two types of learners (heritage and foreign language learners) in Spanish for the Professions courses to linguistic and ethnic minority challenges to seek solutions to growing disparities across professional contexts through active classroom-to-community connections, and (4) empirically examine the benefits of service-learning with a primary focus on heritage language learners in two university courses (Spanish Interpretation and Translation) that involve the establishment of diverse global and local community partnerships that bridge the classroom with the

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paper corpusSignostxt529 - : Therefore, with an overview of the concept of service-learning in Spanish-language courses, this article will examine the following four principal areas to help educators prepare individuals for effective cross-cultural communication in their prospective fields: (1 ) role of intercultural competence development in cross-cultural communication across disciplines and in service-learning programs, (2) interdisciplinary approaches to service-learning program development in higher education, (3) connecting heritage, native, and foreign language learners) in Spanish for the Professions courses to linguistic and ethnic minority challenges to seek solutions to growing disparities across professional contexts through active classroom-to-community connections, and (4) empirically examine the benefits of service-learning with a primary focus on heritage language learners in two courses (Introduction to Spanish Interpretation and Introduction to Spanish Translation) that involve the establishment of

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paper corpusSignostxt529 - : The following research questions were examined in order to identify heritage language learners’ perspectives on the role of service-learning programs on their development of these key areas, evaluate learners’ professional and linguistic goals in language courses, and examine overall learner grammatical and lexical performance and development in service-learning courses:

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paper corpusSignostxt529 - : Beginning with the Introduction to Spanish Interpretation course, the indirect service-learning program in Introduction to Spanish Interpretation required the following two primary components that were completed outside of regularly scheduled classroom sessions: (1 ) interpreting four on-campus interviews (two conducted in Spanish and interpreted into English; two conducted in English and interpreted into Spanish) on the role of intercultural competence in interpretation and (2) preparing bilingual advertisements for a local non-profit organization and translating an organization’s web page from English to Spanish. These data were used to examine learners’ grammatical and lexical performance in written and oral discourse during their indirect service-learning program.

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paper corpusSignostxt529 - : The direct service-learning program in Introduction to Spanish Interpretation required 15 hours of service at a non-profit community organization. These 15 hours of service were administered outside of regularly scheduled class sessions. The author established the following two partnerships to provide program flexibility for students and to personalize the service-learning program based on learners’ individual interests: (1 ) partnership with a large urban hospital and (2) partnership with an urban medical clinic operated by medical students with attending physicians on site.

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paper corpusSignostxt529 - : This research question was provided in the end-of-the-semester student questionnaire as follows: “This service-learning course helped me develop stronger professional skills in Spanish in the following areas (check all that apply):

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paper corpusSignostxt529 - : The following extracts taken from one respondent’s (labeled as Student 3 below) final reflective paper in Introduction to Spanish Interpretation and the two different respondents (labelled as Student 4 and Student 5 below) in Introduction to Spanish Translation evidence the positive role service-learning had on vocabulary development:

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paper corpusSignostxt524 - : The 5 Cs seemed to trigger increased interest in not only experiential learning among L2 educators, but more specifically CSL (^[64]Lear & Abbott, 2008). As ^[65]Brown and Purmensky (2014) point out “the benefits of service-learning for language students are quite intuitive given its experiential, goal-oriented, communicative, and interpersonal nature” (Brown & Purmensky, 2014: 78 ). CSL injected into language learning a degree of motivation and immediacy that was nearly impossible to achieve in the classroom as students completed tasks which, however contextualized and meaningful, did not begin to approximate a real-world encounter. CSL has been found to help universities meet many of their overarching goals:

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paper corpusSignostxt524 - : “Universities embrace service-learning for the promises it makes: to instill democratic principles, to foster global citizenship, and to connect the ivory tower of the university with real-world concerns . In a culture obsessed with practical results and models of value, where universities are required to document and assess outcomes in quantifiable ways, Spanish language teachers should embrace the pedagogy of service-learning as an effective way to meet these new demands while still preserving the dignity and spirit of a liberal arts education and providing excellent disciplinary instruction in Spanish.” (^[66]Carney, 2013: 234)

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paper corpusSignostxt524 - : One American student from Brown and Purmensky’s study who completed an international service-learning project in Ecuador expressed the sentiment this way:

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paper corpusSignostxt524 - : The author recommends that meaningful capstone service-learning courses should be an essential component of any type of LSP program and draws the following conclusion:

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paper corpusSignostxt524 - : Thompson, G. (2015a). Community engagement: Implementation and success of service-learning programs with heritage and foreign language students of Spanish. In V. Jagla, A. Furco & J. Strait (Eds.), Service-Learning-Pedagogy: How Does It Measure Up ? (pp. 127-154). Charlotte, NC: Information Age Publishing. [ [168]Links ]

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paper corpusSignostxt523 - : opportunities” (^[34]Jacoby, 1996: 5). Robert ^[35]Sigmon (1996: 4), one of the pioneers in the field of service-learning, highlighted that: “each participant is server and served, care giver and care acquirer, contributor and contributed to” . Although CSL was introduced in the United States in the 1960s, only recently has it been developed for all education levels. In fact, the United States was the second country after Mexico to incorporate it as a component of students’ academic curricula (^[36]Rubio Serrano & Escofet Roig, 2018). In the context of the United States, ^[37]Wurr and Hillebrandt (2007) were pioneers in identifying the intrinsic relationship between Spanish language study and the Hispanic community’s needs in this country.

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paper corpusSignostxt531 - : Reflecting on the course and the entire community service-learning experience:

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paper corpusSignostxt530 - : A sociocultural case study in translation as service-learning: Shaping the professional profile of Spanish heritage language learners and understanding their sense of multiculturalism

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paper corpusSignostxt530 - : Extensive research substantiates the embedding of a service-learning component in the Spanish language classroom due to several observable benefits, such as: enabling deep reflections (^[44]Park, 2007 ; ^[45]Baker, 2011); the development of critical thinking skills (^[46]Eyler & Giles, 1999); authentic interactions (^[47]Stewart, 2007; ^[48]Salgado-Robles, 2014); scenarios for greater civic engagement (^[49]Howard et al. 2000; ^[50]Howard, 2007; ^[51]Ebacher, 2013; ^[52]Knouse & Salgado-Robles, 2015); multiculturalism and bilingualism (^[53]Ebacher, 2013; ^[54]Barreneche & Ramos-Flores, 2013); and the attainment of professional capabilities (^[55]Bugel, 2013). Some of these gains are further explored here by particularly reviewing the contributions of ^[56]Barreneche and Ramos-Flores (2013), ^[57]Bugel (2013), and ^[58]Ebacher (2013) to have an overall understanding of the effects of service-learning opportunities. Additionally, the work of ^[59]Lowther Pereira (2015), ^[60]Petrov (2013),

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paper corpusSignostxt530 - : 4.1. The social service-learning task: serving as an interpreter in the community

Evaluando al candidato service-learning:


3) learners: 10 (*)
4) courses: 9
7) introduction: 7 (*)
8) heritage: 7 (*)
9) interpretation: 7 (*)
11) examine: 6 (*)
12) professional: 6
18) benefits: 4
19) classroom: 4 (*)
20) translation: 4 (*)

service-learning
Lengua: eng
Frec: 188
Docs: 13
Nombre propio: 1 / 188 = 0%
Coocurrencias con glosario: 7
Puntaje: 7.820 = (7 + (1+6.02236781302845) / (1+7.56224242422107)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
service-learning
: Abes, E., Jackson, G. & Jones, S. (2002). Factors that motivate and deter faculty use of service-learning. Michigan Journal of Community Service, 9(1), 5-17.
: Barreneche, G. & Ramos-Flores, H. (2013). Integrated or isolated experiences? Considering the role of service-learning in the Spanish language curriculum. Hispania, 96(2), 215-228.
: Bowley, E. & Meerepool, J. (2013). Service-learning in higher education: Trends, research, and resources. Generator, 21(3), 12-16.
: Bringle, R. & Hatcher, J. (1995). A service-learning curriculum for faculty. Michigan Journal of Community Service, 9(1), 112-122.
: Bringle, R. & Hatcher, J. (1996). Implementing service-learning in higher education. The Journal of Higher Education, 67(2), 221-239.
: Brown, A. V. & Purmensky, K. (2014). Spanish L2 students’ perceptions of service-learning: A case study from Ecuador. The International Journal of Research on Service-Learning and Community Engagement, 2(1), 78-94.
: Bugel, T. (2013). Translation as a multilingual and multicultural mirror framed by service-learning. Hispania, 96(2), 369-382.
: Burth, H. P. (2016). The contribution of service-learning programs to the promotion of civic engagement and political participation: A critical evaluation. Citizenship, Social and Economics Education, 15(1), 58-66.
: Carney, T. M. (2013). How service-learning in Spanish speaks to the crisis in the humanities. Hispania, 96(2), 229-237.
: Delano-Oriaran, O. (2014). Engaging pre-service teachers in diverse communities through service-learning: a practical guide for application. Journal of Education for Teaching, 40(2), 186-188. [115]https://doi.org/10.1080/02607476.2013.869968
: Ebacher, C. (2013). Taking Spanish into the community: A novice’s guide to service-learning. Hispania, 96(2), 397-408.
: Falce-Robinson, J. & Strother, D. (2012). Language proficiency and civic engagement: The incorporation of meaningful service-learning projects in Spanish language courses. Interdisciplinary Humanities, 29(3), 73-87.
: Furco, A. (2001). Advancing service-learning at research universities. New Directions for Higher Education Series, 114, 67-78.
: Hale, A. (1999). Service-learning and Spanish: A missing link. In J. Hellebrandt & L. T. Varona, Construyendo Puentes (Building Bridges): Concepts and Models for Service-Learning in Spanish (pp. 9-31). Washington, DC: American Association for Higher Education.
: Howard, J. (2007). Service-learning course design workbook. Michigan Journal of Community Service, Special Issue, 1-63.
: Howard, J., Glemon, S. & Giles, D. (2000). From yesterday to tomorrow: Strategic directions for service-learning research. Michigan Journal of Community Service, Special Issue, 5-10.
: Isabelli, C. & Muse, S. (2016). Service-learning in the Latino community: The impact on Spanish heritage language students and the community. Heritage Language Journal, 13(3), 331-353.
: Jacoby, B. (1996). Service-learning in today's higher education. In B. Jacoby & Associates (Eds.), Service-Learning in Higher Education: Concepts and Practices (pp. 3-25). San Francisco, CA: Jossey-Bass.
: King de Ramírez, C. (2016). Creating campus communities for Latin@s through service-learning: Heritage learners’ broadcast university Spanish-Language radio. Heritage Language Journal, 13(3), 382-404.
: Knouse, S. M. & Salgado-Robles, F. (2015). Expanding the community and enhancing the experience: The dual university model and web 2.0 technologies in a Spanish community service-learning course. Journal of Language Teaching and Learning, 5(2), 54-73.
: Lamboy, E. M. & Thompson, G. (2012). Integrating classroom and community: Service-learning in the Spanish conversation class. MIFLC Review, 18, 113-132.
: Lear, D. & Abbott, A. (2009). Aligning expectations for mutually beneficial community service-learning: The case of Spanish language proficiency, cultural knowledge, and professional skills. Hispania, 92(2), 312-323.
: Lee, C., Curtis J. & Curran, M. (2018). Shaping the vision for service-learning in language education. Foreign Language Annals, 51, 169-184.
: Leeman, J., Rabin, L. & Román-Mendoza, E. (2011). Critical pedagogy beyond the classroom walls: Community service-learning and Spanish heritage language education. Heritage Language Journal, 8(3), 1-22.
: Llombart-Huesca, A. & Pulido, A. (2017). Who needs linguistics? Service-learning and linguistics for Spanish heritage language learners. Hispania, 100(3), 348-360.
: Lowther Pereira, K. (2015). Developing critical language awareness via service-learning for Spanish heritage speakers. Heritage Language Journal, 12(2), 159-185.
: MacGregor-Mendoza, P. & Moreno, G. (2016). Connecting Spanish heritage language students with the community through service-learning. Heritage Language Journal, 13(3), 405-433.
: Nelson, A. & Scott, J. (2008). Spanish in the university curriculum: A successful model for community-based service-learning. Hispania, 91(2), 446-460.
: Pak, C. S. (2018). Linking service-learning with sense of belonging: A culturally relevant pedagogy for heritage students of Spanish. Journal of Hispanic Higher Education, 17(1), 76-95.
: Park, C. (2007). The service-learning classroom and motivational strategies for learning Spanish: Discoveries from two interdisciplinary community center seminars. In A. J. Wurr & J. Hellebrandt (Eds.), Learning the Language of Global Citizenship (pp. 32-57). Boston, MA: Anker.
: Pascual y Cabo, D., Prada, J. & Lowther Pereira, K. (2017). Effects of community service-learning on heritage language learners’ attitudes toward their language and culture. Foreign Language Annals, 50(1), 71-83.
: Pereira, K. L. (2015). Developing critical language awareness via service-learning for Spanish heritage speakers. Heritage Language Journal, 12(2), 159-185.
: Petrov, L. A. (2013). A pilot study of service-learning in a Spanish heritage speaker course: Community engagement identity and language in the Chicago area. Hispania, 96(2), 310-327.
: Salgado-Robles, F. & Kirven, L. (in press). Boosting intercultural competence in Spanish for social service professionals through service-learning. Cuadernos de ALDEEU, 33.
: Sánchez-López, L. (2013). Service-learning course design for languages for specific purposes programs. Hispania, 96(2), 383-396.
: Tilley-Lubbs, G. (2004). Service-learning and foreign-language teacher education. Hispania, 87(1), 132-134.
: Tocaimaza-Hatch, C. C. & Walls, L. C. (2016). Service-learning as a means of vocabulary learning for second language and heritage language learners of Spanish. Hispania, 99(4), 650-665.
: Weldon, A. & Trautmann, G. (2003). Spanish and service-learning: Pedagogy and Praxis. Hispania, 86(3), 574-585.
: Wurr, A. J. & Hellebrandt, J. (Eds.) (2007). Learning the Language of Global Citizenship. Service-Learning in Applied Linguistics. Bolton, MA: Anker Publishing Co.