View in EDS

Community-Based Learning in University Spanish Education: An Exploration of Student and Community Partner Outcomes

Saved in:
Bibliographic Details
Title: Community-Based Learning in University Spanish Education: An Exploration of Student and Community Partner Outcomes
Language: English
Authors: Francesca Venezia
Source: ProQuest LLC. 2020Ph.D. Dissertation, Georgetown University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 234
Publication Date: 2020
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Postsecondary Education
Descriptors: Spanish, Second Language Learning, Second Language Instruction, Hispanic Americans, Service Learning, Cultural Awareness, Outcomes of Education, Partnerships in Education, Student Attitudes, Teacher Attitudes, College Students, College Faculty, Language Teachers, Community Leaders, Course Descriptions, Essays, Reflection, Teaching Methods, Community Organizations
ISBN: 979-85-5708-771-1
Abstract: This dissertation explores community-based learning (CBL) in university Spanish education. Although Spanish education continues to construct Spanish as a foreign language (Leeman, 2014), recent trends such as changing demographics in the US have led to calls for Spanish education to focus more on US Latinx communities (e.g., Torres, Pascual y Cabo, & Beusterien, 2018). CBL offers the opportunity to do so as students engage with local Latinx communities through service work. While much research has explored students' language-related and cultural outcomes as a result of Spanish CBL, less attention has been given to other student outcomes as well as community partner outcomes. Given this, I draw on the perspectives of three key stakeholders--students, instructors, and community partners--to explore the opportunities and challenges related to developing community awareness and addressing community partner needs in Spanish CBL. Taking a qualitative case study approach, I conducted interviews with the instructors, community partners, and students from two focal courses. I also collected data through classroom observations, a student questionnaire, and collection of relevant course documents including students' reflection essays and course syllabi. Findings showed that each course took a different approach to CBL as demonstrated by instructors' and community partners' goals and motivations as well as the course curriculum and class time. Despite these differences, both instructors and community partners appeared to position the development of students' community awareness and addressing community partner needs as important. My analysis also demonstrated that the development of students' community awareness was fostered and constrained by particular practices and characteristics of service work tasks, ideologies about the place of sociopolitics in the curriculum, and the extent to which the community partner acted as a co-educator. Furthermore, I found that service work, instructor-community partner communication, and students' continued engagement with community organizations impacted whether and how community partner needs were addressed. This study has implications for Spanish CBL at the pedagogical, departmental, and institutional levels. As more Spanish departments offer CBL courses, university and community organization stakeholders need to consider why and how they can build relationships that work in solidarity with local Latinx communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:28256700
Accession Number: ED652649
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: ED652649
AccessLevel: 3
PubType: Dissertation/ Thesis
PubTypeId: dissertation
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Community-Based Learning in University Spanish Education: An Exploration of Student and Community Partner Outcomes
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Francesca+Venezia%22">Francesca Venezia</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22ProQuest+LLC%22"><i>ProQuest LLC</i></searchLink>. 2020Ph.D. Dissertation, Georgetown University.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 234
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2020
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Dissertations/Theses - Doctoral Dissertations
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+Americans%22">Hispanic Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Service+Learning%22">Service Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Leaders%22">Community Leaders</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Descriptions%22">Course Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Essays%22">Essays</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Organizations%22">Community Organizations</searchLink>
– Name: ISBN
  Label: ISBN
  Group: ISBN
  Data: 979-85-5708-771-1
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This dissertation explores community-based learning (CBL) in university Spanish education. Although Spanish education continues to construct Spanish as a foreign language (Leeman, 2014), recent trends such as changing demographics in the US have led to calls for Spanish education to focus more on US Latinx communities (e.g., Torres, Pascual y Cabo, & Beusterien, 2018). CBL offers the opportunity to do so as students engage with local Latinx communities through service work. While much research has explored students' language-related and cultural outcomes as a result of Spanish CBL, less attention has been given to other student outcomes as well as community partner outcomes. Given this, I draw on the perspectives of three key stakeholders--students, instructors, and community partners--to explore the opportunities and challenges related to developing community awareness and addressing community partner needs in Spanish CBL. Taking a qualitative case study approach, I conducted interviews with the instructors, community partners, and students from two focal courses. I also collected data through classroom observations, a student questionnaire, and collection of relevant course documents including students' reflection essays and course syllabi. Findings showed that each course took a different approach to CBL as demonstrated by instructors' and community partners' goals and motivations as well as the course curriculum and class time. Despite these differences, both instructors and community partners appeared to position the development of students' community awareness and addressing community partner needs as important. My analysis also demonstrated that the development of students' community awareness was fostered and constrained by particular practices and characteristics of service work tasks, ideologies about the place of sociopolitics in the curriculum, and the extent to which the community partner acted as a co-educator. Furthermore, I found that service work, instructor-community partner communication, and students' continued engagement with community organizations impacted whether and how community partner needs were addressed. This study has implications for Spanish CBL at the pedagogical, departmental, and institutional levels. As more Spanish departments offer CBL courses, university and community organization stakeholders need to consider why and how they can build relationships that work in solidarity with local Latinx communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: URL
  Label: Access URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:28256700" linkWindow="_blank">http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:28256700</link>
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED652649
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED652649
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 234
    Subjects:
      – SubjectFull: Spanish
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Hispanic Americans
        Type: general
      – SubjectFull: Service Learning
        Type: general
      – SubjectFull: Cultural Awareness
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Community Leaders
        Type: general
      – SubjectFull: Course Descriptions
        Type: general
      – SubjectFull: Essays
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Community Organizations
        Type: general
    Titles:
      – TitleFull: Community-Based Learning in University Spanish Education: An Exploration of Student and Community Partner Outcomes
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Francesca Venezia
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2020
          Identifiers:
            – Type: isbn-print
              Value: 979-85-5708-771-1
          Titles:
            – TitleFull: ProQuest LLC
              Type: main
ResultId 1