Creating Experiential Learning Opportunities for Language Learners: Acting Locally while Thinking Globally ed. by Melanie Bloom and Carolyn Gascoigne (review)

High-impact practice is getting a fair amount of attention in pedagogical studies. This collection of essays provides innovative ideas on how to create meaningful experiences for students of second languages. The volume addresses languages other than Spanish, English as a Second Language, as well as language camps and houses, which have received less attention. The National Survey of Student Engagement (NSSE) suggests that experiential learning and other high-impact practices are integral parts of a university experience and make students more engaged in community and better positioned for professional success. This volume includes a discussion on how to engage language learners in meaningful interactions even if they are not able or willing to study abroad, making it particularly useful for teachers wishing to get their students to experience learning within a community. The collection is divided into three parts. Part one is about experiential learning through community engagement, with a large focus on service learning and the development of leadership skills. While all the essays in this section offer interesting ways to incorporate service learning, such as using it as an ecological resource or for policy and advocacy, most relevant to readers of this journal is Frédérique Grim's contribution on building a service-learning program in the community. It is more difficult for many French teachers to find organizations and native speakers, so our options sometimes seem more limited than those for Spanish students, for example. However, Grim points out ways to work within that context and still offer meaningful learning to students of French. The second part of the collection is about experiential learning through professional engagement. Again, there are valuable contributions and ideas in all the articles, but Carolyn Gascoigne's idea of using externships rather than internships to get students of French into the community are particularly valuable. Finally, in the third part, the authors address experiential learning in other local contexts. That is, a focus on language camps, campus housing for small (German) programs, and the cultural and linguistic diversity within the United States (here, the example is Louisiana). This volume concludes with notes on taking these ideas forward through research and practice while highlighting the move of experiential learning from the margins to mainstream in second language education. In sum, this volume offers many ideas for student engagement in learning through community building for heritage speakers, students in small programs, and those wishing to break new ground. The collection of essays will be invaluable for anyone seeking ways to prepare second language learners for professional success and fulfillment.