Spanish for the Professions and Community Service Learning

Spanish heritage language (HL) education in the US emerged in the 1970s as a response to misguided approaches adopted by foreign language departments when, for the first time, they encountered significant numbers of Latina/o students (Valdés, 1981, 1997; see Lynch, this volume). This history resulted in a bifurcated development wherein HL education pursued a trajectory that was, in large part, segregated from that of traditional second language (L2) education, with distinct goals (Beaudrie, Ducar, & Potowski, 2014).