Developing+multiple+literacies+in+academic+English

**Developing multiple literacies in academic English through ** **service-learning and community engagement ** Connie Mick, Director of Community-Based Learning and Social Concerns Seminars, Co-Director, Poverty Studies Minor, University of Notre Dame [cmick@nd.edu] Lance Askildson, Director, Center for the Study of Languages and Cultures, University of Notre Dame [Askildson.2@nd.edu] Annie Cahill Kelly, Director of Community Partnerships and Service Learning, Center for Social Concerns, University of Notre Dame [Annie.CahillKelly.1@nd.edu] Debra Stanley, Community-Based Learning Coordinator, AIDS Ministries/AIDS Assist [wuzuwuzu@aol.com]

**Keywords:** Pilot language immersion program, international, assessment, community engagement, cultural acquisition

**Track:** Program evaluation and assessment

**Format:** Team presentation

**Date & time: **Friday 3:20-4:30 **Location: **Salon 5

**Summary:** This panel will analyze results of a pilot language immersion program that aims to develop multiple literacies in academic English through service-learning and community engagement. Participants include 40 undergraduates from fourteen developing nations nominated by the U.S. State Department. The 40 students will spend eight weeks at Notre Dame this summer learning English through an intensive curriculum that includes a service-learning component, with a goal of increasing students' competitiveness for Fulbright grants. Eight community partner sites focused on social services in South Bend will host students several days a week for the eight weeks. Assessment is built into each part of the program and is especially critical for the relatively uncommon service-learning component.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Significant assessment measures are already built into the program through the grant, including qualitative and quantitative data collection on student and faculty performance and assessment of satisfaction of program outcomes. Our intent is to identify ways in which service-learning opportunities provide affordances for the development of intercultural awareness and advanced language acquisition. In light of emerging research in the area of language acquisition in immersion contexts—and the facilitation that service-learning interactions will likely provide—we anticipate that the service-learning component will add substantive gains to students linguistic development as well as their ability to use such language gains in socioculturally meaningful ways. Additionally, we’ll be interested in identifying the means by which the service-learning component affects students’ understanding of social service providers and how issues of social justice can be addressed in their home cultures and countries.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">**References:** <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Community-Campus Partnerships for Health. (2007). //Achieving the promise of authentic community-higher education partnerships: Community partners speak out!// Seattle, WA: Community-Campus Partnerships for Health. Retrieved from http://www.ccph.info.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Engle, J., & Engle, L. (1999). Program intervention in the process of cultural integration: The example of French practicum. //Frontiers: The Interdisciplinary Journal of Study Abroad//, //5//, 39-60.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Ginsburg, R. B., & Miller, L. (2000). What do they do? Activities of students during study abroad. In R. D. Lambert & E. Shohamy (Eds.), //Language policy and pedagogy: Essays in honor of A. Ronald Walton// (pp 237-261). Philadelphia, PA: John Benjamins Publishing Co.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;"> Holland, B. (2005). Reflections on community-campus partnerships: What has been learned? What are the next challenges? In P. A. Pasque, R. E. Smerek, B. Dwyer, N. Bowman, & B. L. Mallory (Eds.),//Higher education collaboratives for community engagement and improvement// (pp. 10-17). Ann Arbor, MI: National Forum on Higher Education for the Public Good.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Isabelli-Garcıa, C. L. (2006). Study abroad social networks, motivation, and attitudes: Implications for second language acquisition. In M. DuFon & E. Churchill (Eds.), //Language learners in study abroad contexts// (pp. 231-258). Tonawanda, NY: Multilingual Matters, Ltd.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Jackson, J. (2006). Ethnographic pedagogy and evaluation in short-term study abroad. In M. Byram & A. Feng (Eds.), //Living and studying abroad: Research and practice// (pp. 134-156). Tonawanda, NY: Multilingual Matters, Ltd.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Mendelson, V. (2004). “Hindsight is 20/20:” Student perceptions of language learning and the study abroad experience. //Frontiers: The Interdisciplinary Journal of Study Abroad,// //10//, 43-63. Retrieved from http://www.frontiersjournal.com/issues/vol10/vol10-03_Mendelson.pdf

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Paige, R. M., Cohen, A. D., & Shively, R. L. (2004). Assessing the impact of a strategies-based curriculum on language and culture learning abroad. //Frontiers: The Interdisciplinary Journal of Study Abroad, 10//, 253-276. Retrieved from http://www.frontiersjournal.com/issues/vol10/vol10-15_PaigeCohenShively.pdf

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Pellegrino Aveni, V. (2005). //Study abroad and second language use: Constructing the self//. Cambridge, UK: Cambridge University Press.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Stoecker, R. & Tryon, E. A. (Eds.). (2009). //The unheard voices: Community organizations and service learning//. Philadelphia, PA: Temple University Press.

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