Embargo Period

12-10-2025

Degree Name

MA in International Education

First Advisor

Carolina Castro Huercano

Abstract

This capstone proposes a semester-long study abroad program in Cadiz, Spain that integrates advanced Spanish language immersion, community-based service-learning, and structured intercultural reflection within an ethical, reciprocal framework. It responds to long-standing critiques of extractive and charity-oriented international education and is guided by the research question: How can service-learning study abroad programs be designed to foster reciprocal partnerships with host communities and mitigate harmful or extractive impacts, while supporting second language acquisition and intercultural learning for U.S. undergraduate students?

The program design is grounded in Critical Service-Learning, Fair Trade Learning, sociocultural theories of language acquisition, and developmental models of intercultural competence. A mixed-methods needs assessment consisting of student surveys (n=9), outreach to Cadiz-based NGOs, and institutional research identified six key themes shaping the program: cultural awareness, active engagement, self-reflection, ethical sensitivity, practical preparation, and flexibility. These findings, supported by direct student quotations and theoretical alignment, informed a curriculum model emphasizing co-created community partnerships, guided reflection, immersive language learning, and pre-departure ethical training. The resulting program offers a scalable, ethically grounded alternative to traditional study abroad, centering community agency, reciprocity, and experiential learning in the Andalusian context.

Disciplines

International and Comparative Education

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