This study examined the effects of participation in a community service‐learning experience on Spanish heritage language learners' attitudes toward their heritage language and culture. Quantitative and qualitative data from heritage language learners demonstrated that engagement in community service‐learning activities as part of the Spanish heritage language program afforded students transformative experiences that enhanced the work done within the classroom walls.

In recent years a growing number of researchers have urged for the adoption of critical pedagogies for the teaching of Spanish as a heritage language (SHL) in the US (Leeman, 2012; Leeman, Rabin & Román-Mendoza, 2011). Such critical stances to SHL instruction acknowledge the dynamic interplay between language, power, identity and ideology and aim to develop critical language awareness among students in which students gain an understanding of social hierarchies and language subordination. Merging this critical perspective with approaches that unite SHL learners and communities through service-learning programs (Martinez, 2010; Villa, 2010), the current paper examines how service-learning can accomplish critical pedagogical goals. Bridging the fields of sociolinguistics and language pedagogy, the current study examines data collected over four semesters from student journals, interviews and questionnaires in a university Spanish heritage speakers course with service-learning. Qualitative and quantitative analyses explore students’ perspectives on language use, sociolinguistic variation, identity and connectedness to the Latino community. This study demonstrates how service-learning contributes to the development of students’ awareness of sociolinguistic and sociopolitical issues affecting local Latino communities and the construction of positive identities. Expanding on sociolinguistic research aimed to better meet the needs of SHL learners (see Carreira, 2003; Potowski, 2005; Martinez, 2003; Valdés, 2001), the current study makes critical pedagogical considerations for SHL instruction, with particular emphasis on how to integrate discussions of sociolinguistic variation and language ideologies into the SHL classroom and how to raise critical language awareness among SHL students through community engagement. Overall, this study addresses the complex relationship between language, power, ideology and identity in SHL instruction.

This book proposes community service-learning as a critical pedagogy that connects learners and communities to address key challenges in heritage language education. The book’s purpose is two-fold: to fill a crucial gap in empirical research on community service-learning in the heritage language context, as well as to provide language educators and practitioners essential guidelines for designing community service-learning courses, with particular attention paid to the characteristics and needs of Spanish heritage language learners. This book presents compelling evidence demonstrating the central role community service-learning plays in developing heritage language learners’ identities, connections to the heritage language community, language attitudes, and social, cultural, and sociolinguistic awareness. Importantly, this book also addresses the often-overlooked perspectives of community partners and liaisons. As the first original research monograph on community service-learning for Spanish heritage language learners, this pioneering book will undoubtedly aid students, instructors and administrators across all levels of language education.

This chapter discusses how community service-learning (CSL) meets specific pedagogical challenges in Spanish heritage language (SHL) education. The integration of community service with academic instruction enhances student academic and civic learning and simultaneously strengthens communities. This chapter presents the multiple ways student CSL experiences can contribute to heritage language (HL) and cultural development, such as fostering positive identities and relationships with local communities, raising awareness of sociolinguistic and sociopolitical issues, developing language skills, career and professional goals, among others. The chapter provides a how-to guide for instructors to successfully design a course that takes advantage of all CSL has to offer to both HL learners and communities.

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