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Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document DOCUMENT RESUME ED 449 741 HE 033 741 AUTHOR Hellebrandt, Josef, Ed.; Varona, Lucia T., Ed. TITLE Construyendo Puentes (Building Bridges): Concepts and Models for Service-Learning in Spanish. AAHE's Series on Service-Learning in the Disciplines. INSTITUTION American Association for Higher Education, Washington, DC. ISBN ISBN-1-56377-022-9 PUB DATE 1999-00-00 NOTE 220p.; For other documents in this series, see HE 033 726-743. Initial funding for this series was supplied by Campus Compact. AVAILABLE FROM American Association for Higher Education, One Dupont Circle, Suite 360, Washington, DC 20036-1110 ($28.50). Tel: 202-293-6440; Fax: 202-293-0073; E-mail: [email protected]; Web site:<www.aahe.org>. PUB TYPE Books (010) Collected Works General (020) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Altruism; Bilingualism; College Freshmen; College Students; Community Services; Cultural Awareness; Elementary Secondary Education; Foreign Countries; Higher Education; Intellectual Disciplines; *Language Acquisition; Language Skills; Language Teachers; Literacy; Migrant Youth; School Community Programs; *Second Language Learning; *Service Learning; *Spanish; Student Participation; Student Volunteers; Translation; Videotape Recordings IDENTIFIERS Community Empowerment; Ecuador; Freshman Seminars ABSTRACT This volume is ttt_of_a_serlesof-1-8mono-gfaphs on service -earningandthe academic disciplines. It is designed to help teachers, administrators, and students realize the potential of service learning in Spanish. Following a Foreword by Carmen Chaves Tesser and an Introduction by Josef Hellebrandt and Lucia T. Varona, the four essays in Part 1, focus on "Service-Learning as Theory," and include: "Service-Learning and Spanish: A Missing Link" (Aileen Hale); "Critical Pedagogy and Service-Learning in Spanish: Crossing Borders in the Freshman Seminar" (Jonathan F. Arries); "Service-Learning and Language-Acquisition Theory and Practice" (Jeanne Mullaney); and "From Instrumental to Interactive to Critical Knowledge through Service-Learning in Spanish" (Lucia T. Varona). Chapters in Part 2, "Service-Learning from the Classroom," include: "Service-Learning with Bilingual Communities and the Struggle for Change: A Critical Approach" (Mark Baldwin, Rosario Diaz-Greenberg, and Joseph Keating); "Altruism and Community Service in Hispanic Literature: Readings and Praxis" (Estelle Irizarry); "Learning the Basics of Spanish Translation: Articulating a Balance between Theory and Practice through Community Service" (Carmen Lizardi-Rivera); "Raising Cultural Awareness through Service-Learning in Spanish Culture and Conversation: Tutoring in the Migrant Education Program in Salem" (Patricia Varas); and "Community-Based Language Learning: Integrating Language and Service"(J. Patrick Boyle and Denise M. Overfield). Chapters in Part 3, "Service-Learning in Local and International Communities," include: "Community Video: Empowerment through University and Community Interaction" (Teresa Darias, Arturo Gomez, Josef Hellebrandt, Amy Loomis, Marta Orendain, and Silvia Quezada); "Expanding Our Vision of Literacy: Learning To Read the Reproductions supplied by EDRS are the best that can be made from the original document. World of Others" (Nancy Jean Smith); and "The Chongon-Colonche Hills in Western Ecuador: Preservation through Community Empowerment" (Clarice R. Strang). Appended is a 27-item annotated bibliography. (All essays include references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. AHES SERIES ON SERVICE-LEARNING IN THE DISCIPLINES Construye (Buil Concepts and Models for Service-Learning in Spanish t and Lucia T. Varona-, editors A11011PSYC 01 OGY CO POST 10t ACCOL IINGSOC OGYNURS NG PE ACE S. ESE CA 110IIPHI I T. OPHYHISTORYt.o.,,......,A110P.MATH1MA . BIOI OGYSPAIIISH TICAL SCIENTI TEACHEREDUCAT 1 11/I 1NG SOC 101 OGSNURSINGPLACESTUDIESINVIRONME 8, 84 O. II il10S0PHP HISTORY C0 (1MUOICATI0I!MATHFMATICSMAIL ;PANISHPOI IT ICA!. SC IENCETEACHTEL DUCAT1ONPSYCH II - 111 TCIOLOGYNUPSINGPEACESTUDIESlNVIRONMENTALSTUD IONMA THEMA? ICSMANAGEMENT .8 0 TONACCOUNT INGSOCIOLOGY 41:ICAN ASSOCIATION '' ION HIGI (FR FDIXATION i) PHILOSOPHYHISTORY - IOLOGYSPANISHPOL 1 TICAL SCIENCE EACHE RI DU( PIT INGSOCIO1OGYTIORSINGPF ACESTUDIESENVIR II OS...PHYHIS FORYCOrTRUEICATIOIIMATHENA ICS PAtI1SHPOI 1T ICALSCIFNCI TF ACHP'I p : - G SOCIOLOGYILUPSINGPEACISTUI R ONMEt AAHE'S SERIES ON SERVICE-LEARNING IN THE DISCIPLINES Construyenc19-Puentes (Buil/dint Bridges) Concepts and Models for Service-Learning in Spanish Josef Hellebrandt and Lucia T. Varona, volume editors Edwart Zlotkovvski,_series_editor A PUBLICATION OF THE AMERICAN ASSOCIATION FOR HIGHER EDUCATION 3 Construyendo Puentes (Building Bridges): Concepts and Models for Service-Learning in Spanish (AAHE's Series on Service-Learning in the Disciplines) Josef Hellebrandt and Lucia T. Varona, volume editors Edward Zlotkowski, series editor 0 1999 American Association for Higher Education. All rights reserved. Printed in the United States of America. Opinions expressed in this publication are the contributors' and do not necessarily represent those of the American Association for Higher Education or its members. About This Publication This volume is one of eighteen in AAHE's Series on Service-Learning in the Disciplines. Additional copies of this publication, or others in the series from other disciplines, can be ordered using the form provided on the last page or by contacting: AMERICAN ASSOCIATION FOR HIGHER EDUCATION One Dupont Circle, Suite 360 Washington, DC 20036-1110 ph 202/293-6440, fax 202/293-0073 ISBN 1-56377-022-9 www.aahe.org ISBN (18-vol. set) 1-56377-005-9 , Contents About This Series Edward Zlotkowski Foreword Carmen Chaves Tesser ix Introduction Josef Hellebrandt and Lucia T. Varona 1 Section I Service-Learning as Theory Service-Learning and Spanish: A Missing Link Aileen Hale 9 Critical Pedagogy and Service-Learning in Spanish: Crossing Borders in the Freshman Seminar Jonathan F. Aries 33 Service-Learning and Language-Acquisition Theory and Practice Jeanne Mullaney 49 From Instrumental to Interactive to Critical Knowledge Through Service-Learning in Spanish Lucia T. Varona 61 Section_ll Service-Learning From the Classroom Service-Learning With Bilingual Communities and the Struggle for Change: A Critical Approach Mark Baldwin, Rosario Diaz-Greenberg, and Joseph Keating 77 Altruism and Community Service in Hispanic Literature: Readings and Praxis Estelle Irizarry 95 Learning the Basics of Spanish Translation: Articulating a Balance Between Theory and Practice Through Community Service Carmen Lizardi-Rivera 107 Raising Cultural Awareness Through Service-Learning in Spanish Culture and Conversation: Tutoring in the Migrant Education Program in Salem Patricia Varas 123 Community-Based Language Learning: Integrating Language and Service J. Patrick Boyle and Denise M. Overfield 137 Section III Service-Learning in Local and International Communities Community Video: Empowerment Through University and Community Interaction Teresa Darias, Arturo Giimez, Josef Hellebrandt, Amy Loomis, Marta Orendain, and Silvia Quezada 149 Expanding Our Vision of Literacy: Learning to Read the World of Others Nancy Jean Smith 171 The Chongon-Colonche Hills in Western Ecuador: Preservation Through Community Empowerment Clarice R. Strang 197 Appendix Annotated Bibliography Aileen Hale 207 Contributors to This Volume 213 About This Series by Edward Zlotkowski The following volume, Construyendo Fuentes (Building Bridges): Concepts and Models for Service-Learning in Spanish, represents the 13th in a series of mono- graphs on service-learning and academic disciplinary areas. Ever since the early 1990s, educators interested in reconnecting higher education not only with neighboring communities but also with the American tradition of education for service have recognized the critical importance of winning faculty support for this work. Faculty, however, tend to- define themselves and their responsibilities largely in terms of the academic disciplines/ disciplinary areas in which they have been trained. Hence, the logic of the present series. The idea for this series first surfaced late in 1994 at a meeting convened by Campus Compact to explore the feasibility of developing a national net- work of service-learning educators. At that meeting, it quickly became clear that some of those assembled saw the primary value of such a network in its ability to provide concrete resources to faculty working in or wishing to explore service-learning. Out of that meeting there developed, under the auspices of Campus Compact, a new national group of educators called the Invisible College, and it was within the Invisible College that the monograph project was first conceived. Indeed, a review of both the editors and contrib- utors responsible for many of the volumes in this series would reveal signifi- cant representation by faculty associated with the Invisible College If Campus Compact helped supply the initial financial backing and impulse for the Invisible College and for this series, it was the American Association for Higher Education (AAHE) that made completion of the proj- ect feasible. Thanks to its reputation for innovative work, AAHE was not only able to obtain the funding needed to support the project up through actual publication, it was also able to assist in attracting many of the teacher- scholars who participated as writers and editors. Three individuals in particular deserve to be singled
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