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Service-learning is a transformational pedagogy with timely application to the teaching and learning of foreign languages. In our current climate of assessment outcomes, language study and the humanities more generally tend to be devalued and rendered invisible by utilitarian models of evaluation. Incorporating service-learning courses and experiences into the foreign language classroom provides realto connect teaching and research to local community issues, and allows departments to meetdoi:10.1353/hpn.2013.0035 fatcat:m3a57dzonzdzncqvc4uxkh77mu