This article examines a university-led service-learning project in which Spanish heritage speaker students taught adult ESL classes in a local public library. Drawing on critical language teaching, language socialization, and action research pedagogy, the article analyzes how service-learning curricula can promote student agency, identity work, reflection, and critical awareness of language, immigration, social inequality, and adult second language learning. This Zenodo record deposits the journal-published open-access article PDF as made publicly available by Hispanic Studies Review. The article was published in Hispanic Studies Review, Special Issue, No. 1, 2017, pp. 10-27.
Ciriza et al. (Sun,) studied this question.