Abstract
In the context of Spanish language programs, service-learning provides authentic experiences to use the target language while working with the Latino community. However, in many cases the language competencies needed to work in the community do not always involve an exclusive use of the target language. This is the case of service-learning programs in which students teach English as a Second Language (ESL) to adults or children. This study presents a ‘translanguaging pedagogy’ in which tutoring sessions are planned around the use of both languages to teach and learn. Using a Critical Language Awareness pedagogy academic content covered in the course examines the language experiences of adult ESL immigrants through. This study advocates framing target language use in service-learning as a “communicative performance” with the aim of shifting notions of monolingual language practices and integrate new conceptions about real-life communicative practices in service-learning.
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