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This paper presents a qualitative case study of a virtual service learning project that connected high school students in rural Michigan with communities and a non-profit developmental organization in Honduras. First, students created individual research presentations over Honduran history, current events, economics, and poverty. Second, students were introduced to the concept of service learning, the educational philosophy of Paulo Freire, and Muhammed Yunus's micro-credit economic process through readings in the target language. Third, using collaborative and Internet-based technology such as Google Docs, students were able to successfully engage in a meaningful service learning opportunity to translate training documents for a micro-loan organization despite the lack of an accessible, locally based Spanish speaking community. Finally, students reflected on their experience with the service learning project. Additionally, the authors discuss the connection between the student translation project to ACTFL's World-Readiness Standards for Language Learning and the formation of a 21st century skill set. While proximity and access to such physical communities remains an obstacle for many foreign language instructors seeking to integrate civic engagement, this case study presents one possible solution that pushes the boundaries of the very concepts of community and service learning. [ABSTRACT FROM AUTHOR]

The 2007 MLA assessment of the state of foreign languages in higher education correctly identifies the need for restructuring both program curricula and governance in order to meet current student needs. In its recommendations for doing so, however, the committee inadvertently defines the goals and objectives of graduate foreign language programs as narrowly focused on the production of future academics. The current reality of the academic job market, institutional demands, and of the global economy calls for a critical reassessment of this assumption. This article considers the potential benefits of, and challenges to, broadening existing graduate curricula, specifically through the incorporation of courses in Language for Specific Purposes (LSP), and presents a model graduate LSP course. It is imperative that graduate programs in foreign languages broaden their goals, objectives, and course offerings beyond literary and language competency in order to remain relevant. Expanding graduate course offerings to include LSP as an integral component of existing curricula better equips students to adapt and apply their education to the ever-changing demands of today's global society. [ABSTRACT FROM AUTHOR]