Abstract
The growth in the number of Spanish heritage language learners in languages for specific purposes classes has been accompanied by an increase in the number and types of community service learning programs in which these students can participate to better prepare them for future employment opportunities. In spite of the increase in the number of Spanish heritage language learners in the languages for specific purposes classroom, few studies have looked at these students in this setting and even fewer have looked at the role that community service learning can play in developing these learners’ domain-specific abilities. Through an analysis of research in the areas of heritage language learners, Spanish for specific purposes, and community service learning, this article discusses strategies to effectively teach Spanish heritage language learners in language for specific purposes classes and to develop their language and cultural knowledge through community service learning. In addition, we address many of the challenges that arise when connecting Spanish heritage language learners with community partners as well as the obstacles to the integration of community service learning into the Spanish for specific purposes curriculum. The article concludes providing suggestions on how community service can be used to help Spanish heritage language learners not only see the benefits of language for specific purposes courses but also transfer their skills to other fields of study.
Highlights
The growth in the Hispanic population has accounted for half of the overall population growth in the United States since 2000 (Flores, 2017)
While the aforementioned demographic statistics represent all individuals who identify ethnically as Hispanic, regardless of linguistic competence, a large number of these individuals would be defined as Spanish heritage language learners (SHLs) since many have some degree of proficiency in Spanish, a cultural connection to the language, or both
The future is bright for SHLs embarking on the study of language for specific purposes (LSP) insofar as appropriate pedagogies are applied, such as community service learning (CSL), that maximize the contributions their socio-cultural and socio-linguistic identity can make
Summary
The growth in the Hispanic population has accounted for half of the overall population growth in the United States since 2000 (Flores, 2017). 6) and, third, Hispanics were less likely to be enrolled full-time due to work demands that delay their graduation or take them away from higher education entirely. The marriage of heritage language education, LSP, and community service learning offers a powerful solution for achieving greater engagement by Spanish-speaking Hispanics in higher education and, more importantly, greater academic and professional empowerment. After orienting the reader to the individual merits of each approach to Spanish language education, we spend the majority of the article closely analyzing the potential contributions and synergies that may result when combined. Given the socio-cultural and socio-linguistic profile of many Spanish heritage learners, and the guiding principles behind language for specific purposes and community service learning, there is truly untapped potential as we argue below
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