LINGUISTICS
Students develop their knowledge of fundamental concepts in the fields of Hispanic and Applied Linguistics, and are able to apply them in the completion of research papers and data-driven small-scale research studies pertaining to current issues in these areas.
Reflective Narrative
Under this MLO, I have completed the following courses: SPAN 302: History of the Spanish Language (Spring 2013), SPAN 345: Bilingualism in the Spanish-Speaking World (Spring 2020), and SPAN 313: Intro to Spanish Linguistics (Fall 2020).
Linguistics serves the purpose to help us develop both written and oral communication skills that we utilize to analyze current issues. Linguistics was both engaging and difficult for me, as I learned about the formalities of linguistics, such as code-switching being present in different social and regional environments. In addition, I learned about the phenomenon of bilingualism, as CSUMB students are in an environment in which both Spanish and English are utilized. In the project, “Mini Proyecto 2- Guatemala,” I was able to examine the differences among different variables in the lexicon, morphology, and phonology, in the Spanish of Guatemala. I was also able to conduct a small-scale research study, “Trabajo #1," that emphasized how bilingualism may be interpreted in different ways and being bilingual, someone will identify more with one language than the other, depending on the social context. For example, one of the participants in the interviews I conducted exhibited this in their dreams. Their primary language is Spanish, but if they dreamt of work, they dreamt in English. In another assignment, “trabajo práctico #3," I discussed the weakening and incomplete acquisition of the second language. Here, I am able to emphasize the advantage of being exposed to auditory input from earlier childhood that will aid in developing oral skills. Completing all of these courses successfully has contributed to my better understanding of the importance of linguistics in developing written and oral communication and how it can help us further analyze bilingualism in today’s world.
The challenges that remain as I continue to develop in the area of linguistics are compensating for lack of vocabulary and fluency during spontaneous oral production as a bilingual in Spanish. For example, I fill in my lexical gaps with borrowed words in English like “um” and “so” when speaking Spanish. Despite the challenges I face, it will improve the use of Spanish as my second language in social and professional settings.
Assignments
SPAN 313: "Mini Proyecto 2- Guatemala"
SPAN 345: "Trabajo #1" and "Trabajo Práctico #3"
Students develop their knowledge of fundamental concepts in the fields of Hispanic and Applied Linguistics, and are able to apply them in the completion of research papers and data-driven small-scale research studies pertaining to current issues in these areas.
Reflective Narrative
Under this MLO, I have completed the following courses: SPAN 302: History of the Spanish Language (Spring 2013), SPAN 345: Bilingualism in the Spanish-Speaking World (Spring 2020), and SPAN 313: Intro to Spanish Linguistics (Fall 2020).
Linguistics serves the purpose to help us develop both written and oral communication skills that we utilize to analyze current issues. Linguistics was both engaging and difficult for me, as I learned about the formalities of linguistics, such as code-switching being present in different social and regional environments. In addition, I learned about the phenomenon of bilingualism, as CSUMB students are in an environment in which both Spanish and English are utilized. In the project, “Mini Proyecto 2- Guatemala,” I was able to examine the differences among different variables in the lexicon, morphology, and phonology, in the Spanish of Guatemala. I was also able to conduct a small-scale research study, “Trabajo #1," that emphasized how bilingualism may be interpreted in different ways and being bilingual, someone will identify more with one language than the other, depending on the social context. For example, one of the participants in the interviews I conducted exhibited this in their dreams. Their primary language is Spanish, but if they dreamt of work, they dreamt in English. In another assignment, “trabajo práctico #3," I discussed the weakening and incomplete acquisition of the second language. Here, I am able to emphasize the advantage of being exposed to auditory input from earlier childhood that will aid in developing oral skills. Completing all of these courses successfully has contributed to my better understanding of the importance of linguistics in developing written and oral communication and how it can help us further analyze bilingualism in today’s world.
The challenges that remain as I continue to develop in the area of linguistics are compensating for lack of vocabulary and fluency during spontaneous oral production as a bilingual in Spanish. For example, I fill in my lexical gaps with borrowed words in English like “um” and “so” when speaking Spanish. Despite the challenges I face, it will improve the use of Spanish as my second language in social and professional settings.
Assignments
SPAN 313: "Mini Proyecto 2- Guatemala"
SPAN 345: "Trabajo #1" and "Trabajo Práctico #3"