“Breaking the Language Barrier Via Service Learning”

1. “Breaking the Language Barrier Via Service Learning” Veronica I. Tempone Anita M. Misantone Indian River Community College

2. OVERVIEW OF PROGRAMS

3. Spanish and Service Learning Students: • Participate in “encuentros” • Participate in “charlas informales” with adult ESL students • Tutor/mentor ESL students in local elementary schools • Create bilingual storybooks and picture dictionaries for local elementary schools

4. English and Service Learning Students: • Mentor middle school students at a local middle school • Work with residents of an assisted living center • Assist with care giving and training at a local Humane Society • Work with Hospice patients and family members

5. Needs of the learners

6. How does service learning break the language barrier? Spanish: • Increases student interest in the language/culture • Motivates students to study/prepare • Provides an authentic language environment via “encuentros” and “charlas informales” • Promotes cross cultural awareness

7. How does service learning break the language barrier? English: • Motivates communication on various and challenging levels (middle school students from Hispanic backgrounds, middle school students who are mentally and physically challenged, the elderly, the infirm, and the animals and trainers at the humane society) • Increases awareness of our changing language (“my digits,” various phrases and changes in the meanings of words and/or the incorporation of new words)

8. ObjectivesSpanish & Service Learning • Provide a variety of language activities that focuses on improving language skills • Incorporate culture into language activities that promotes cross cultural awareness • Provide an authentic language environment to motivate students to learn language • Promote mentoring of ESL students from Hispanic countries for the purpose of transitioning them into College programs and the community in which they live • Incorporate technology into the language activities to facilitate language learning

9. GoalsSpanish & Service Learning • Improve language skills • Motivate students’ language learning • Immerse students in authentic language and culture • Increase students’ cultural awareness • Transition ESL students from Hispanic countries into college programs

10. Learning Outcomes • Students will be able to understand most Spanish spoken at a slower pace and a normal pace. • Students will be able to ask and answer questions on a variety of everyday topics. • Students will be able to read or write any simple text. • Students will demonstrate cultural awareness of the Spanish-speaking world and its people.

11. “…knowledge of a language includes social, religious and economic attitudes of people” (Hale 1999). Language and Culture

12. The Participants • Spanish language students • ESL students from Spanish speaking countries • Guest speakers from Latin Community and IRCC Faculty

13. Encuentros • Are interactive language activities that involve speaking, writing and cultural elements • Occur 3-4 times per semester • Contain language activities that are based on Spanish language students’ unit of study

14. Scenes from an Encuentro

15. Before the unit: Readings Vocabulary development Class discussion During the unit Information Gap activities Conversation based on culture evolving from unit theme Bilingual jeopardy game Bilingual TPR activities Guest speakers Encuentro Activities

16. Charlas informales • Pair Spanish language student with ESL student • Meet on campus once a week • Discuss prepared topics, including cultural aspects

17. Tutoring ESL Elementary Students • Pair Spanish language students with ESL Students • Meet twice a week • Create bilingual dictionaries, storybooks and projects • Tutor ESL students for FCAT

18. Discussion Boards • Discuss cultural topic based on “encuentro” themes • Language - English or Spanish

19. English Composition and Service Learning

20. ENC 1101 Objectives • Analyze examples of the classical and modern essay • Narrate an essay that follows a narrative point and relates directly to a service learning incident • Read and discuss with instructor and peers essays that reflect a challenge, a surprise and/or a success that emulate a cause and effect, a comparison/contrast, an argumentative, or other type of essay assigned • Demonstrate effective use of grammar, punctuation, and syntax as defined by CLAST competencies.

21. ENC 1102 Objectives • Read and discuss with instructor and fellow students appropriate literary genres. • Analyze fiction, poetry, drama, and criticism • Formulate theses and develop essays that support those theses • Write critical essays, employing formal methods of research and documentation • Demonstrate effective syntax and master the English Language Skills defined in CLAST competencies • Be cognizant of community needs and record reflections in a journal.

22. ENC 1101 & 1102 Goals • Improve written and spoken skills of students • Become active and responsible citizens who recognize community needs • Learn to communicate with people of all ages and cultures • Incorporate learning experiences into their personal lives • Recognize and respect the way individuals function in diverse communities.

23. ENC 1101 Communicate with clarity and effectiveness Write effective essays in the traditional rhetorical modes Read for critical insight Write essay-length critical judgments ENC 1102 Develop awareness of diverse ethical perspectives Demonstrate in writing their knowledge of literary traditions Demonstrate the ability to read, to think, and to write critically Learning Outcomes

24. The Participants • English 1101 & 1102 students • Residents of Port St. Lucie Nursing and Restorative Center • Residents of Treasure Coast Hospice • South Port Middle School administrators, students and staff • Humane Society of the Treasure Coast • SLC Big Brothers & Big Sisters

25. Port St. Lucie Nursing and Restorative Center • Attend orientation • Transport patients to various activities • Write oral histories • Challenge residents by sharing an area of expertise • Accompany residents on field trips • Communicate with residents on various levels and topics

26. Southport Middle School • Tutor students in needed areas as designated by teachers • Help with Athletic Department Fundraisers • Participate in “Reading Counts” program • Work with physically and mentally challenged students • Communicate with students via the spoken and the written word

27. Treasure Coast Hospice • Attend orientation • Attend to special needs of patients and family members • Learn to cope with life ending illnesses • Assist with administrative work

28. Humane Society of the Treasure Coast • Attend orientation • Work with Certified Animal Behavior Trainers • Help train animals to facilitate adoption

29. Outcomes “…students are highly motivated to excel in their study of a {second} language when they see immediate applications for the skills they learn” (Trautmann 2003).

30. Measuring What Students Learn Forms of assessment • Reflective journals • Presentations • Interviews • Oral Assessments on Wimba • Portfolios • Surveys and Questionnaires

31. Is it all measurable? Some aspects of service-learning are “felt in the heart” and not measurable (Trautmann 2003).

32. Student Reflections Reflection is one of the most important components in a service learning class.

33. Student Reflections“Encuentros” {During an encuentro} “I met Trinidad; he’s from Mexico and is very smart. He surprised me with his knowledge of facts pertaining to the US that I did not even know.” Rebekah Thompson

34. Student Reflections“Encuentros” “Interaction is important to help with one’s understanding of a new language. It helps to improve a student’s confidence when we can actually use our new words in a calm way.” Gail Amalfitano

35. Student Reflections“Encuentros” “It is really cool to not only talk to Spanish (Hispanic) people, but to learn of their culture through dance and food.” Matthew Craig

36. Student Reflections“Encuentros” “Also, I learned that no matter how bad I sound, the people usually can gather what I am trying to say after a while. That was reassuring.” “It (the encuentro/sl experience) allowed us to step outside of the traditional classroom setting and sink our teeth into what conversing in Spanish is really like. I was able to apply what I learned in a safe setting…” Amanda Treadwell

37. Student Reflections“Encuentros” • “It was also encouraging seeing Spanish (Hispanic) people who were at the same level of their English as I was with my Spanish.” • “I have learned and improved my Spanish more this semester as opposed to any other Spanish class I have ever had.” Matthew Craig

38. Student Reflections“Encuentros” “This is the best program for learning a different language. It gives so much more to learning a language rather than just using the textbook alone.” Arilea Fenty

39. Student Reflections“Encuentros” “I think it has been interesting to see that, overall, the ESL students know far more Jeopardy questions than us-really. They know their own cultures and grammar, and are quickly learning about Americans and the English language. This shows me they are dedicated to becoming Americans while keeping their native values.” Lauren Fowler

40. Student Reflections“Encuentros” • “Both of the Latinos were really helpful to me. They tried to correct me and showed me how to say things when I was lost. I think that they actually liked sharing with me and I believe that they were pleased that I was trying to learn Spanish…” Nancy Gould

41. Comments from an In Class Debriefing • Students felt more motivated to study • Students felt their Spanish improved as a result of sl experience • Students would like to have more encuentros • Students felt as though they contributed something to the learning experience

42. Student Reflections PSL Nursing and Restorative Center “Each day we do countless trivial things, watch television, or spend countless hours on the computer. If we all spent less time doing these things and more time taking an active role in our community, much could be changed.” Erica Breuer

43. Student Reflections PSL Nursing and Restorative Center “I’ve learned to appreciate the little things in life. There are things worse than death.” William Wahl

44. Student Reflections PSL Nursing and Restorative Center “It is an honor to serve others and , in return, to get back the realization of who I really am.” Giovanna Donate

45. Student ReflectionsTreasure Coast Hospice “I learned how much I care for these people who are strangers to me.” Jessica Blanco

46. Student ReflectionsTreasure Coast Hospice “I learned that life is short, and life is what you make of it. You never know when your time is coming or where you will be…” Jenna Shaouni

47. Student ReflectionsTreasure Coast Hospice “All patients are not old. Some are my age, and I’m hoping I don’t get attached to any one person. I don’t want to have to say good-bye.” Jenna Shaouni

48. Student ReflectionsSouthport MS “Meeting the needs of students who are mentally challenged is a difficult task. I have learned MUCH patience. I have also learned that these teachers take their jobs home with them.” Sunshine Kinlaw

49. Student ReflectionsSouthport MS “Middle school students have a completely different vocabulary. One eighth grade boy asked me for “my digits.” I had no clue that he was asking for my phone number!” Molly Foster

50. Student Reflections SLC Humane Society “What surprised me the most about this humane society was how much time and effort the employees put into making sure a dog is adoptable.” Jonathan Curotolo