Acceso usuarios
Viktorija Tijunelis, Teresa Satterfield, José R. Benkí
We report on the service-learning component of a Spanish-language Saturday school in Ann Arbor, Michigan, for elementary-aged Spanish-language heritage learners and also examine the newly forming Latino community served by this innovative program. The US Spanish-speaking population is growing throughout the country, resulting in greatly increased numbers of English language learners who enter the school system as heritage Spanish speakers. The current study provides compelling data that first language Spanish literacy support can be very beneficial for these students as they acquire English literacy. Such efforts also provide numerous experiential -and service-learning opportunities for native Spanish speakers, as well as for intermediate and advanced second language Spanish learners in this study. Both first- and second-language service-learners benefit from the Spanish immersion environment of the Saturday program outlined. Moreover, our case-study findings show that heritage students in the program and their largely immigrant parents are forming part of a diverse community that values bilingualism, Spanish literacy, and academic achievement.
