No se trata solo de mejorar mi español”. Percepciones de los estudiantes sobre el aprendizaje-servicio
- Farah Ali
Resumen
En las últimas décadas, el aprendizaje-servicio ha surgido como un modelo instruccional que facilita conexiones entre experiencias de aprendizaje dentro y fuera del aula, y destaca la naturaleza sociopolítica del uso lingüístico (Grim, 2010; Bettencourt, 2015; Moreno-López et al., 2017). Sin embargo, su implementación curricular efectiva y relevante sigue como un desafío para los educadores. Este artículo exploratorio examina cómo el aprendizaje-servicio afecta las creencias, actitudes y motivaciones de los estudiantes avanzados hacia el aprendizaje del español, así como su capacidad para conectar sus experiencias de servicio con el contenido del curso. Los resultados muestran que los aprendices evaluaron el éxito de sus experiencias en función de la cantidad de español utilizado y las mejoras percibidas en el dominio. Además, aunque los participantes pudieron conectar con frecuencia sus experiencias de aprendizaje-servicio con el contenido del curso, no necesariamente reconocieron esos momentos de aprendizaje como beneficiosos.
Palabras clave
aprendices avanzados, pedagogía, aprendizaje-servicio, español
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