Lessons from the CruCES project: Community service learning and intercultural sensitivity in the foreign language classroom

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bitstream:

http://scholarspace.manoa.hawaii.edu/bitstream/10125/69766/1/2017_03.pdf

bitstream_txt:

http://scholarspace.manoa.hawaii.edu/bitstream/10125/69766/2/2017_03.pdf.txt

collection:

2017 ENGAGING THE WORLD: SOCIAL PEDAGOGIES AND LANGUAGE LEARNING

contributor.author:

Ruggiero, Diana

date.accessioned:

2020-12-14T23:22:05Z

date.available:

2020-12-14T23:22:05Z

date.issued:

2017-01-01

description.abstract:

The 2007 Modern Language Association (MLA) report called for a transformation in the governance, curricula, and aims of modern language programs. Specifically, it urged language educators and program directors to shift their curricular emphasis away from divisive disciplinary agendas to the shared goals of translingual and transcultural competence. The emergence of new course offerings, particularly in the area of community service learning (CSL), reflects these concerns. Yet while much of the language scholarship on translingual and transcultural competence focuses on the acquisition of linguistic skills, cultural knowledge, and critical thinking skills, less attention has been given to the development of cognitive orientations critical to the acquisition of intercultural competence. Drawing on developmental and process models of intercultural sensitivity, this chapter contributes to the existing literature in illuminating the role and value of CSL in developing attitudes and mindsets conducive to the acquisition and development of intercultural competence. This chapter presents the findings of a study of intercultural sensitivity development (ISD) in the context of a CSL project titled Creating Communities, Engaged Scholarship (CruCES). The study sought to assess how and to what extent service learning helps to foster the development of intercultural sensitivity among students in language courses. Implications for Language Program Directors (LPDs) to deploy this model on a programmatic scale are presented.

description.provenance:

Made available in DSpace on 2020-12-14T23:22:05Z (GMT). No. of bitstreams: 1 2017_03.pdf: 638208 bytes, checksum: 33cd8f68c42822a6c5e135ae72478ca0 (MD5) Previous issue date: 2017-01-01

endingpage:

86

identifier.citation:

Ruggiero, D. (2017). Lessons from the CruCES project: Community service learning and intercultural sensitivity in the foreign language classroom. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 64-86. http://hdl.handle.net/102015/69766

identifier.uri:

http://hdl.handle.net/10125/69766

publisher:

Cengage

site_url:

/item/351

startingpage:

64

title:

Lessons from the CruCES project: Community service learning and intercultural sensitivity in the foreign language classroom

type:

Article

type.dcmi:

Text

volume:

2017