INTRODUCTIONLanguage education has embraced community‐based service‐learning (CBSL) as an avenue for language and culture learning beyond the classroom, through authentic engagement (Hellebrandt, Arries, Varona, & Klein, ; Hellebrandt & Varona, ; Perren & Wurr, ; Rabin, ; Wurr, ; Wurr & Hellebrandt, ). CBSL is broadly defined as a “form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development” (Jacoby, , p. 5). Overall, the literature has recognized reflection and reciprocity as key tenets of CBSL (Flower, ; Meens, ; Mitchell, ), forming the basis for the ethical and sustained engagement of higher‐education institutions with partner organizations and community stakeholders. This perspective on engagement—one that emphasizes reflection and social action—has become central to language education as the field responds to new and emergent forms of communication, flows of global activity, and (re)organization of social networks (Byram, ; Kramsch, ). CBSL effectively brings communities together, and its complementarity with language education affords opportunities for participants to communicate and collaborate. In this context, language educators “are in a unique position to lead the movement in service‐learning” (Caldwell, , p. 464) by emphasizing and
Foreign Language Annals – Wiley
Published: Jan 1, 2018
Keywords: ; ; ;
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