Building Bridges and Creating Pathways: A Mixed Methods Study of Community-engaged Learning in Foreign Language Pedagogy

Osa-Melero, Lucía; Fernández, Vanessa Marie; Quiñones, Sandra

doi:10.1353/hpn.2019.0072

Cited by 4 publications

(4 citation statements)

References 18 publications

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“…Students reported a willingness to work with the community in future endeavors related to Spanish learning. This fact speaks to the positive impact that goes beyond the "one-time" CE course experience (Osa-Melero, Fernández & Quiñones, 2019). Student narratives demonstrated that this program provided students with the opportunity to use their newly learned L2 cultural knowledge and their linguistic knowledge to step outside of the traditional classroom and raise awareness about the importance of an L2.…”

Section: Discussionmentioning

confidence: 96%

El compromiso de la comunidad y el método "Learning by Teaching": Un proyecto piloto para abarcar el aprendizaje de lenguas extranjeras desde los primeros días

Osa-Melero

2021

LFE

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El Proyecto Niños y Niñas Bilingües y Biculturales (NNBB), consolidado gracias a la colaboración del centro de educación infantil en la University Child Development Center y el Department of Modern Languages and Literatures, combinó los objetivos de aprendizaje de dos cursos de español avanzado con los beneficios de aprender una segunda lengua a temprana edad. Los estudiantes universitarios desarrollaron un programa de tres semanas de duración centrado en la enseñanza de vocabulario básico, geografía, y aspectos culturales de países de habla hispana para niños angloparlantes y monolingües. El objetivo de este estudio es comprender como el programa en la comunidad afectó a) las percepciones de los estudiantes universitarios sobre su participación en la misma comunidad; y b) las percepciones de los estudiantes universitarios sobre el aprendizaje de lenguas a una edad temprana. Los ensayos personales escritos por los estudiantes indicaron que este programa los incentivó a participar proactivamente en la comunidad y les ayudó a experimentar de primera mano la efectividad en la habilidad que poseen los jóvenes aprendices para adquirir una segunda lengua. Los padres de los niños en el programa indicaron en el cuestionario una disposición sistemática y consistente para implementar un programa de segundas lenguas en el currículo de preescolar en el centro.

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Section: Discussionmentioning

confidence: 96%

El compromiso de la comunidad y el método "Learning by Teaching": Un proyecto piloto para abarcar el aprendizaje de lenguas extranjeras desde los primeros días

Osa-Melero

2021

LFE

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“…Social media can be used as a way for students to access otherwise inaccessible language use and language users, but more research is needed on how social media pathways can bridge participation between online communities and physical communities. This could be relevant for short-term study abroad trips, for international students living abroad for multiple years, or for students looking to interact with target language speakers within their own communities via community-engaged learning (Osa-Melero et al, 2019). More research can be done to investigate how (or whether) studying virtual linguistic landscapes (Kim & Chestnut, 2020;Lomicka & Ducate, 2021) or place-based conversations on social media can help learners to be more prepared for faceto-face interaction with target language speakers (e.g., Yeh & Mitric, 2021).…”

Section: Looking Forwardmentioning

confidence: 99%

Social Media Pathways

Yeh,

Swinehart

2024

CALICO Journal

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“…Non-heritage speakers have also reported improving their language skills through their community projects. Studies such as Carney (2013) and Osa-Melero, Fernández, and Quiñones (2019) found that student groups comprised predominantly of non-HS perceived an improvement in their speaking abilities because of their work with a CEP in the local Latino community. Specifically, in Osa-Melero et al ( 2019), upper-level students of Spanish at a Midwestern university in the United States reported gains in their oral skills as well as changes in their personal and career plans after being engaged in the CEP with Latino children for four weeks.…”

Section: Research On Language Development and The Development Of Civi...mentioning

confidence: 99%

L2 vocabulary learning in a mixed-proficiency community-engaged program: Designing vocabulary instruction for college students

Miguel

Osa-Melero

Martínez

2023

Language Teaching Research

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Although extensive research exists on the personal, social, and academic outcomes of community-engaged programs (CEPs), limited research exists on vocabulary learning and students’ perceptions of their own vocabulary learning through participation in a CEP. Likewise, limited research exists on vocabulary learning in mixed-proficiency groups of Spanish second language (L2) learners. This study contributes to the current literature by exploring the vocabulary learning of 57 mixed-proficiency L2-Spanish college students who participated in a health-focused after-school program with Spanish–English bilingual children in a Midwestern city in the US. The higher proficiency students were enrolled in a language-focused class, whereas the lower-level students were enrolled in a Spanish for health professional’s class. Student reflective narratives revealed positive perceptions of vocabulary learning during the CEP, as vocabulary learning was seen to be fundamental to connecting with children in the Latino community. Productive vocabulary tests revealed significantly higher gains on vocabulary items that had been explicitly taught in class, but gains varied according to learners’ proficiency levels. Lower-level students showed both higher gains and a higher perception of vocabulary gains than more advanced students. Students’ reflective narratives suggest that the focus on health content in the lower-level class may have contributed both to vocabulary gains and to students’ awareness of learning. Recommendations for effective vocabulary instruction for mixed-proficiency students in a CEP are presented.

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Building Bridges and Creating Pathways: A Mixed Methods Study of Community-engaged Learning in Foreign Language Pedagogy

Cited by 4 publications

References 18 publications

El compromiso de la comunidad y el método "Learning by Teaching": Un proyecto piloto para abarcar el aprendizaje de lenguas extranjeras desde los primeros días

El compromiso de la comunidad y el método "Learning by Teaching": Un proyecto piloto para abarcar el aprendizaje de lenguas extranjeras desde los primeros días

Social Media Pathways

L2 vocabulary learning in a mixed-proficiency community-engaged program: Designing vocabulary instruction for college students

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