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Community engagement projects create an avenue for university students and faculty to interact with local communities. These endeavors place together groups with different worldviews, cultures, and languages. Service-Learning ( sl ) has acquired novelty in academic circles; however, there has been limited research analyzing what happens with intercultural communication. This article attempts to fill this gap by asking how intercultural communication is shaped through  sl . Research was conducted on a community engagement project in the Andean paramo of Chugchilán, Ecuador involving faculty, students, and members of the indigenous community. For the analysis, a blended design of transcendental phenomenology and  sl  methodology was used to analyze how participants perceive and make sense of their experience. From a linguistic perspective, we used both bilingualism and diglossia to analyze intercultural communication during the  sl  experience. The findings show that  sl  is a valid methodology that can increase intercultural communication while developing cultural competency between participants of the project. Finally, the study considers the revitalization of indigenous languages to be a fundamental step for a global intercultural world.

Service-Learning in the Ecuadorian Andes through Spanish, English and Kichwa Voicing