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eBook details

• Title: Language Ideologies and the Settlement House Movement: A New History for Service-Learning (Report)
• Author : Michigan Journal of Community Service Learning
• Release Date : January 22, 2009
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 223 KB

Description

Recent migration patterns in and to the United States due to globalization have profoundly influenced demographics in our local communities. The wide-ranging community service-learning practices in the United States thus involve a significant portion of work with new immigrants. Recent scholarship in service-learning parallels these demographic shifts, showing faculty in a diverse range of disciplines pursuing service-learning for their students in new immigrant communities: American Studies (Ruiz, 2008), ESL (Hale & Whittig, 2006), Education (Hale, 2008; Rogers, Marshall, & Tyson, 2006; Tellez, 2004-2005), History (Miller, 2007), International Studies (Bauer, 2008), Literature in English (Daigre, Hutter, Ogden, & Sulit, 2006; Grobman, 2004, 2005; Jay, 2008), Political Science (Koulish 1998), Sociology (Calderon, 2004; Hondagneu-Sotelo & Raskoff, 1994; Ochoa & Ochoa, 2004), Spanish (Arries, 1999; Beebe & de Acosta, 1993; Elloriaga, 2007; Plann, 2002). Perhaps not surprisingly, these articles reveal that students working with immigrants are primarily engaged in the teaching, tutoring, or mentoring of immigrants in the English language. In all of these studies, faculty report cultural awareness or social justice perspectives as a primary goal for their students working in immigrant communities. A number of the articles also describe a critically-based pedagogy, as faculty lead students to examine globalization, political economy, and issues of power in U.S. society (see in particular Arries, 1994; Calderon, 2004; Ochoa & Ochoa, 2004). Yet although these programs take up issues of race, class, gender, and ethnicity, they pay very little attention to language rights issues, such as monolingual English ideologies, the history of multilingualism, and heritage language activism in the U.S.1 This is perhaps most remarkable for programs in which language issues are the primary work of their students in local communities. (2)

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