Affordances in the international service-learning context for Spanish learners

• C. Cecilia Tocaimaza-Hatch ^[1] ; Dale A. Koike ^[2]
  1. [1] University of Nebraska at Omaha

     University of Nebraska at Omaha

     City of Omaha, Estados Unidos

     
  2. [2] University of Texas at Austin

     University of Texas at Austin

     Estados Unidos

     
• Localización: Language awareness, ISSN 0965-8416, Vol. 34, Nº. 2, 2025, págs. 414-431
• Idioma: inglés
• DOI: 10.1080/09658416.2024.2402015
• Texto completo no disponible (Saber más ...)
• Resumen
  • español

    Desde la aplicación inicial del concepto de affordances por van Lier, relativamente pocos estudios han explorado sus implicaciones para el aprendizaje de una segunda lengua (L2). Este estudio examina, desde una perspectiva émica, las affordances percibidas por 13 estudiantes de español en un contexto de estudio en el extranjero y aprendizaje a través del servicio. Los resultados obtenidos de ensayos reflexivos semanales y una entrevista final sugieren que las affordances para la experiencia de aprendizaje a través del servicio son de naturaleza cultural, lingüística, social/emotiva, e interaccional, así como combinaciones de estas. En particular, las affordances culturales fueron las más destacadas por los participantes. Estos resultados describen cómo el aprendizaje a través del servicio dentro de un programa de estudios en el extranjero sirve como un espacio de aprendizaje integral y holístico de la L2.

  • English

    Since the initial application of the ‘affordances’ concept to the context of language learning by van Lier, relatively few studies have continued to explore its implications for second language (L2) learning. This study examines from an emic perspective the affordances that 13 Spanish learners in a study abroad context perceived in their international service-learning (ISL) experience. Results from weekly reflection essays and an exit interview suggest that their affordances for this particular ISL are cultural, linguistic, social/emotive, interactional, and combinations thereof, with cultural affordances highlighted most frequently by participants. These results depict ISL as a holistic context for language learning in a study abroad program.

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