DuBord & Kimball (2016)
- What are your thoughts on the mentioned underlying tension between linguistic acquisition and other “soft” interpersonal intercultural skills that accompanies it?
- In relations to the HL participant and the field of CBL and language learning, have you ever experienced the similar marginalization or difficulties that HL participant confronted in standard language classes?
- How significant is the influence of the community-based learning in the presence of language ideology?
- Do you find any of the five students’ writings thought-provoking? Why?
Kim & Sohn (2016)
- Which benefit of service-learning from the literature review did you find to be most interesting and why? What does the reading say about the benefits of service-learning specifically for heritage language speakers and learners that non-heritage learners might not necessarily experience?
- Are there any examples of certain tasks that the students had to do for service-learning or places where the service-learning took place (e.g., the local hospital) that you could apply and envision for heritage language learners in the target language you chose?
- Which part of the findings section did you find to be the most thought-provoking? Provide examples of what students said to support your answer.
- Reflect on the benefits of service-learning that the reading mentioned aside from those directly going to the heritage language learners’ linguistic and personal growth — such as benefits such as what the community received, the final projects students completed that raised a variety of topics to encourage further research and study, etc. Which one did you find to be the most interesting?
- After reading this paper, would you personally conclude that service-learning within heritage language classes is just a beneficial option to be strongly considered? Or would you say that it is imperative for heritage language learning? Why?
2 pages – MLA formatting.