Incorporating service-learning in the spanish classroom: challenges and solutions

Abstract

The present paper assesses the effect of incorporating a service-learning component into a Spanish Education class. Twenty Ohio University students participated in the study. The students organized a one-day Spanish pronunciation workshop with a group of High School students from an underserved, rural area. In general, the college students evaluated the experience very positively. Their main satisfaction derived from being able to apply their knowledge while reaching out to the community. However, they also reported difficulties adapting their teaching materials and organizing themselves efficiently. They felt the role of their instructor was decisive in the success of their project.

Este trabajo evalúa el efecto de incorporar un componente de aprendizaje basado en actividades de servicio a la comunidad en la clase de español como lengua extranjera. Veinte estudiantes de la Universidad de Ohio participaron en el estudio. Organizaron un taller de pronunciación con un grupo de estudiantes de secundaria de una zona rural desfavorecida. En general, los universitarios evaluaron la experiencia positivamente. Su principal satisfacción radicaba en poder aplicar los conocimientos mientras se aporta un servicio a la comunidad. Pero también tuvieron dificultad para adaptar sus materiales docentes y organizarse eficazmente. Consideraban el papel del profesor decisivo para el éxito de su proyecto.