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Service-Learning Course Design for Languages for Specific Purposes Programs

Lourdes Sánchez-López
Hispania
Vol. 96, No. 2 (June 2013), pp. 383-396
Stable URL: http://www.jstor.org/stable/23608334
Page Count: 14
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Service-Learning Course Design for Languages for Specific Purposes Programs
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Abstract

Experiential learning has become an important part of the higher education curriculum in the United States. Due to the integration of a "Community Engagement" category in the Classification of Institutions of Higher Education in the Carnegie Foundation for the Advancement of Teaching in 2006, many colleges and universities have recently included experiential learning credits in their graduation requirements. Although appealing to most students and many faculty members, this type of course can be very challenging to design and execute, and, therefore, it frequently diverts from the students' area of specialty. This article proposes a model for incorporating meaningful experiential learning in Languages for Specific Purposes programs. The purpose of this model is to facilitate the course design and execution processes for faculty, students, and community partners, and to maximize the linguistic and educational learning outcomes of the students and the professional needs of the community.

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