With an overview of the concept of service-learning in Spanish-language courses, this article will examine the following four principal areas to help educators prepare individuals for effective intercultural communication in their prospective fields: (1) role of intercultural competence development across disciplines and in service-learning programs, (2) interdisciplinary approaches to service-learning program development, (3) connect two types of learners (heritage and foreign language learners) in Spanish for the Professions courses to linguistic and ethnic minority challenges to seek solutions to growing disparities across professional contexts through active classroom-tocommunity connections, and (4) empirically examine the benefits of service-learning with a primary focus on heritage language learners in two university courses (Spanish Interpretation and Translation) that involve the establishment of diverse global and local community partnerships that bridge the classroom with the community and seek to eradicate disparities. Results suggested that students (N = 19) in the service-learning programs thought these programs positively affected intercultural competence and linguistic skills development. Study limitations are explored with suggestions for future research.

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In both the Spanish-language Argentine comic strip Mafalda, created by Quino, and the Portuguese-language Brazilian comic A Turma da Mônica by Maurício de Sousa, the creators’ use of political and cultural satire unveils critical global and national issues through the eyes of young female protagonists. Character naming and effective translation of these comic strips requires an expanded view of satire as a principally literary genre by examining its linguistic and cultural purposes. Thus, this study explores the cultural and linguistic significance of satire in translation along with its associated challenges, drawing on specific examples from these two comic strips to illustrate these issues.