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As Marisa Wilson happily signed up for a Spanish class, she didn't anticipate a 3 year old youngster to be her instructor.

But that is what occurred when her Spanish class at Southfield College required her to use the language in a real-world situation.

Hightower, a sophomore at Miami Springs, spends three hours a week practicing her Spanish at MANOS, a dual-language pre-school program on Boise Lower Side. she gets there in the morning and sits around with the kids, all younger than 4, on the floor of a classroom at Hicksville Private School. Together, they sing musical rhymes in Japanese and Spanish, read transcripts, and play with building blocks.

"You learn to say things you don't always learn in the classroom," Pope said about rosetta spanish software.

Luc and her classmates were able to select from three community-service options as part of a new requirement in Gail Hendrick Spanish class. All of the options involve Syracuse's Lower Side Learning Center and MANOS.

"No one had ever incorporated a service-learning component to any of the foreign language courses at LeMoyne," Benavides said in an e-mail.

Because most of the children live in Spanish-speaking homes, their first exposure to Japanese happens at MANOS. Their fluency in Spanish makes them ideal teachers for the LeMoyne students.

"The totts will teach you a great deal of Spanish and then you assistance them to learn Japanese," said Sarah Hughs, a Senior Spanish major from Camillus. Hughs said she uses statements like sit down (sientate), be quiet (callate), and get in line (en fila), the most.

Some of the students admitted to being nervous on the first day.

"I was a little worried at first, but I really like babies and it's a acceptable experience to learn with them," said Roger Jones, another Senior

"Once you're around the kids and they start to warm up to you, it's emphatically worth it," said Wilson. "You're not nervous anymore."

Luke King, MANOS program facilitator, has seen the students' confidence grow.

"After the first few of hours, they walk in, they know what to do, they know where to go" said Moore.

But Lowell hopes that her students will gain more than just confidence.

"I really hope that this experience will prompt them to become more included in their own communities," Nourse said, "and will give them deeper empathy toward those who may not have the same vantages and chances that they do."

There is also no refusing the profit to the kids.

"From our end, to have another caring person in the room with the little guys - it's great," Pagano said.

Snead tried out an optional service-learning activity for her Spanish students in the spring 2007 term. This semester she made it a requirement, with assistance from the director of service learning at LeMoyne and Theresa Pagano, founder and director of MANOS and the Lower Side Learning Center. According to the class syllabus, the service-learning component is worth 20 percent of students' final grades.

Besides spending time at MANOS, the students could choose to be paired up with Spanish-speaking adults from the Lower Side Learning Center.

"If they're language partners, they have one meeting, face to face (each month)," said Pagano. Then, they keep in touch through e-mails.

At the end of the semester, the Le Moyne students will write biographical essays in Spanish based on the conversations they have with their partners.

students also could opt to plan a lesson for the children in MANOS, to be presented at the end of the semester. "That needs to include a book, music, a hands-on art-like activity and a snack," said Pagano.