Community-Based Language Learning

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208 pp., 6 x 9
Hardcover
ISBN: 9781626166356 (1626166358)

208 pp., 6 x 9
Paperback
ISBN: 9781626166363 (1626166366)


November 2018

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Community-Based Language Learning
A Framework for Educators
Joan Clifford and Deborah S. Reisinger
Community-based Language Learning offers a new framework for world language educators interested in integrating community-based language learning (CBLL) into their teaching and curricula. CBLL connects academic learning objectives with experiential learning, ranging from reciprocal partnerships with the community (e.g., community engagement, service learning) to one-directional learning situations such as community service and site visits.

This resource prepares teachers to implement CBLL by offering solid theoretical frameworks alongside real-world case studies and engaging exercises, all designed to help students build both language skills and authentic relationships as they engage with world language communities in the US. Making the case that language learning can be a tool for social change as well, Community-based Language Learning serves as a valuable resource for language educators at all levels, as well as students of language teaching methodology and community organizations working with immigrant populations.
Joan Clifford is assistant professor of the practice in Spanish at Duke University and has offered Spanish service-learning courses to undergraduates for over fifteen years. As Director of the Community-Based Language Initiative in Duke Service-Learning, she consults with faculty across disciplines and supports community-based learning in world language courses in Arabic, French, German, Haitian Creole, Hindi, Japanese, Korean, Mandarin, Persian, and Spanish.

Deborah S. Reisinger is assistant professor of the practice in French and Director of Cultures and Languages Across the Curriculum at Duke University. She teaches service-learning courses on refugee resettlement and social entrepreneurship and is the author of Crime and Media in Contemporary France, as well as numerous articles on language pedagogy, intercultural competence, and French for Specific Purposes.
Reviews
"Grounded in rigorous and comprehensive research, his book flows perfectly well from one topic to the next, and could be covered in one semester, if used as a textbook. Clifford and Reisinger have nailed down the fundamental six topics in the area, providing a solid theoretical framework for CBLL. Assessment is the most difficult part of designing strong, meaningful and sustainable Community Based Learning courses, and this book presents excellent models, including the most recent assessment tools, such as IPAs and the three modes of communication. This is a must have for 21st Century language educators and libraries in higher education."—Lourdes Sánchez-López, Ph.D, Professor of Spanish, University of Alabama at Birmingham



"Clifford and Reisinger's book is a must-have resource for 21st century educators. It provides important insights from current academic research as well as discussion prompts and checklists for the successful implementation of community-based activities in your classroom."—Carmen King de Ramírez, Ph.D., Assistant Professor of Spanish, University of Arizona



"The multi-faceted process of acquiring language proficiency and cultural competence is one of the most urgent and valuable steps students can take to become successful professionals and responsive world citizens. Community-based Language Learning: A Framework for Educators provides a compelling philosophy and outstanding tools for developing programs in which students simultaneously acquire language proficiency and social justice consciousness through engagement with local communities. Original and timely, the volume maps out a path for meeting 21st century educational and civic needs."—Mary K. Long, , University of Colorado, Boulder



"A timely and must-have publication for second language teachers drawn to the CBLL endeavor. Kudos to the authors for providing up-to-date perspectives on effective principles of quality community engagement. Together with their own experiences on practices and solutions to working with communities, this book makes a passionate case for connecting L2 classrooms with communities."—Josef Hellebrandt, Associate Professor, Santa Clara University

Table of Contents
Table of Contents

Acknowledgements
Introduction
Chapter One: A Theoretical Framework for CBLL
Chapter Two: Student Learning Outcomes
Chapter Three: Assessment Design
Chapter Four: Identity, Language, and Power
Chapter Five: Dissonance, Resistance, and Transformative Learning
Chapter Six: Authentic and Ethical Partnerships
Appendices
Credits
References