Including Latino Communities in the Learning Process: Curricular and Pedagogical Reforms in Undergraduate Spanish Programs

Abstract

Since the fall semester of 2003, the Spanish program at Occidental College has been incorporating a community-service learning component in its intermediate and advanced language classes, as well as in all literature and culture courses. Based on the idea that culture-sensitive language instruction should include frequent and meaningful interactions with a language community, the Spanish program has developed a strong partnership with two local schools that have predominantly Latino enrollment. This mutually beneficial relationship helps college students improve their communication skills in Spanish while rendering a service to the Latino community through tutoring and mentoring programs, along with cultural presentations and artistic performances. Integrating the numerous activities resulting from this collaboration into the Spanish curriculum required rethinking program objectives, course structure, and responsibilities of the college, the faculty, and the students in the service-learning process. This article examines the pedagogical implications of embracing this teaching model at the departmental level, as well as the civic impact of the gradually increasing connections between the department and the neighboring Spanish-speaking communities. It also describes the program’s evolvement during four semesters of instruction; analyzes students’ reflections, community partners’ feedback, and departmental assessments; and evaluates the results, challenges, and benefits of becoming an engaged department.