Jacoby (1996) defines service learning as “a form of experiential education in which students engage in activities that address human and community needs, together with structured opportunities for reflection designed to achieve desired learning outcomes.” Pedagogically, students’ ability to negotiate their understanding of and relationship with learning outcomes and connected social issues expand as they engage in structured reflective practice. This workshop presents the theoretical background of service learning in the context of language instruction before narrowing the focus to the design and implementation of dialogue journals: shared, student-led logs offering collaborators space to describe, probe, and interrogate their cumulative experiences. Attendees of this workshop will be led in a series of joint tasks analyzing and critiquing the tool, sharing teaching contexts, and exploring ways to incorporate similar frameworks in their classrooms - calling special attention to instructor interaction and customizing feedback.