Tutoring for Community Outreach: A Course Model for Language Learning and Bridge Building Between Universities and Public Schools

Abstract: The integration of foreign language learning with service-learning has continued as a growing trend through the 1990s into the 21st century. Tutoring programs can offer unique opportunities for addressing the National Standards for Foreign Language Learning (1999). This article details one flexible curriculum-based model that promotes especially the fifth goal area of communities. A course involving collaboration between an institution of higher learning and local schools allows undergraduate students with diverse languages and competencies and a wide variety of academic and career interests to work with pupils from grades 1 through 12. Introduction In recent years, increasing commitment by colleges and universities to build bridges with the communities around them has generated a growing variety of alliances between academic departments and local institutions. Along with these collaborations has emerged much discussion about the definitions of service-learning (Kendall, 1990), sometimes referred to as community-based learning (Boyle & Overheld, 1999; Shumer, 1994), experiential learning (KoIb, 1984), or education-based community service (Barber, 1991). The most commonly accepted views of service-learning emphasize balancing academic learning and community service (Avashia, 2002; Bringle & Hatcher, 1995; Campus Compact, 2000; Hellebrandt & Varona, 1999). In the field of foreign language education, service-learning initiatives have fit with the goals set forth in Standards for Foreign Language Learning in the 21st Century (National Standards, 1999). For example, the contributors to Construyendo puentes (Building Bridges): Concepts and Models for Service-Learning in Spanish (Hellebrandt & Varona, 1999) describe programs with their local Spanish-speaking communities that deal in various ways with one or another of the five goal areas of the standards (communication, cultures, connections, comparisons, and communities). Even where there are not large heritage populations, however, opportunities exist for developing links between service-learning and foreign language learning. A course like "Tutoring for Community Outreach" [described further in this article] can foster interaction between undergraduate foreign language students and younger foreign language learners in the local schools, and thereby address the two standards of the communities goal that can be difficult to address within college-level language programs. The Communities Goal and Tutoring for Community Outreach The communities goal sets forth two broad standards that emphasize applied learning and personal enrichment: Standard 5.1-Students use the target language both within and beyond the school setting (National Standards, 1999, p. 64); and Standard 5.2-Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment (p. 66). Tutoring for Community Outreach engages undergraduates in meeting these general standards. By design, the course integrates the progress indicators under Standard 5.1 lor undergraduates that involve using language and performing service in the community (e.g., National Standards, 1999, p. 226, 266, 350, 456). In addition, undergraduate participants as well as their pupils engage in activities in accord with many of the progress indicators for Standard 5.1 across grade levels: participating in a career exploration or school-to-work project that requires proficiency in language and culture; using community resources to research a topic related to culture and/or language study; presenting information about the language and culture to others; writing and illustrating stories to present to others; and performing for a school or community celebration (p. 65). Regarding the progress indicators for Standard 5.2, the learning opportunities through Tutoring (or Community Outreach promote personal enjoyment and enrichment. …