Impact of Service-Learning on Hispanic College Students: Building Multi-cultural Competence

Authors

  • Janice Smith Warshaw California State University, Fresno
  • Peter Crume Georgia State University
  • Hilda Pinzon-Perez Professor, Department of Public Health and DNP-School of Nursing California State University, Fresno

DOI:

https://doi.org/10.18251/ijme.v22i3.2413

Keywords:

American Sign Language, Deaf culture, Spanish, service-learning, cultural-brokering

Abstract

This article explores the experiences of Spanish-speaking heritage language university students in a sign language interpreting program who were enrolled in service-learning classes. In the service-learning classes, the students partnered with a community service-agency for the deaf that provided intervention services to Spanish-speaking families with deaf children. The findings indicate that the students developed a deeper awareness of their own multicultural and multilingual identity. Moreover, the students gained authentic experiences in brokering linguistic and cultural differences between the American deaf and Hispanic communities in an effort to enhance intervention services for the deaf Hispanic children. 

Author Biographies

Janice Smith Warshaw, California State University, Fresno

Assistant Professor

Program Coordinator of Deaf Education (B.A. & M.A.)

Communication Sciences and Deaf Studies Department

Peter Crume, Georgia State University

Department of Learning Sciences

College of Education and Human Development

Georgia State University

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Published

2020-12-31

How to Cite

Warshaw, J. S., Crume, P., & Pinzon-Perez, H. (2020). Impact of Service-Learning on Hispanic College Students: Building Multi-cultural Competence. International Journal of Multicultural Education, 22(3), 50–75. https://doi.org/10.18251/ijme.v22i3.2413

Issue

Section

Articles (Peer-reviewed)