MLO 2:
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 current issues in these areas.
These are some classes I took that are part of this MLO:
SPAN 303 - Advanced Spanish Grammar
SPAN 315 - Introduction to Translation: Spanish/English
SPAN 395 - Special Topics: Applied Spanish Linguistics
The classes that fit into this MLO are a mixed bag: some of the lessons we learned in these classes were just reviews of the many lessons in high school and community college. This includes, as in SPAN 303, reviews of the differences between Por and Para, ser and estar, the pronoun lo and how to utilize it, or where to use accents. Although I had been learning this grammatical information since my first year of learning Spanish, all the way back in 2011, these courses helped solidify these rules in my education, and now I feel very confident in my ability to use them in everyday life.
However, I also learned a LOT of new things in my MLO 2 courses, specifically in SPAN 315 and 395. In our Introduction to Translation class, we learned the finer details of becoming fluent in Spanish. It focused a lot less on grammar and more on small ways we can improve our speaking abilities and how to translate things faithfully to the original source. This means we should not be so focused on translating things word-for-word, and instead, we are obligated to consider context and original intent. This includes taking into account rhetoric, idioms, sarcasm, and jokes - which we studied extensively in this class.
I also learned a lot of useful information in our SPAN 395 class of Applied Linguistics. It was in this class that we learned about how language students learn and how to most effectively teach these students. One lecture in particular that I remember best was that of Stephen Krashen, whose idea of Comprehensible Input is the basis of language pedagogy. In brief, we learned of his theory of i+1, the idea that language classes need to teach at a higher level than what the student understands, in order to create an environment where the student has to learn in order to survive in the class. If the class only teaches what the students already know, they will never be able to advance and strengthen their abilities. I also gave a presentation on the topi of Differentiated Teaching - teaching a classroom of heritage learners who speak Spanish at home mixed with students who are learning the language for the first time. You can find that presentation here. These are just two of the many important lessons that I feel will help me in my future career of teaching high school Spanish.
These are some classes I took that are part of this MLO:
SPAN 303 - Advanced Spanish Grammar
SPAN 315 - Introduction to Translation: Spanish/English
SPAN 395 - Special Topics: Applied Spanish Linguistics
The classes that fit into this MLO are a mixed bag: some of the lessons we learned in these classes were just reviews of the many lessons in high school and community college. This includes, as in SPAN 303, reviews of the differences between Por and Para, ser and estar, the pronoun lo and how to utilize it, or where to use accents. Although I had been learning this grammatical information since my first year of learning Spanish, all the way back in 2011, these courses helped solidify these rules in my education, and now I feel very confident in my ability to use them in everyday life.
However, I also learned a LOT of new things in my MLO 2 courses, specifically in SPAN 315 and 395. In our Introduction to Translation class, we learned the finer details of becoming fluent in Spanish. It focused a lot less on grammar and more on small ways we can improve our speaking abilities and how to translate things faithfully to the original source. This means we should not be so focused on translating things word-for-word, and instead, we are obligated to consider context and original intent. This includes taking into account rhetoric, idioms, sarcasm, and jokes - which we studied extensively in this class.
I also learned a lot of useful information in our SPAN 395 class of Applied Linguistics. It was in this class that we learned about how language students learn and how to most effectively teach these students. One lecture in particular that I remember best was that of Stephen Krashen, whose idea of Comprehensible Input is the basis of language pedagogy. In brief, we learned of his theory of i+1, the idea that language classes need to teach at a higher level than what the student understands, in order to create an environment where the student has to learn in order to survive in the class. If the class only teaches what the students already know, they will never be able to advance and strengthen their abilities. I also gave a presentation on the topi of Differentiated Teaching - teaching a classroom of heritage learners who speak Spanish at home mixed with students who are learning the language for the first time. You can find that presentation here. These are just two of the many important lessons that I feel will help me in my future career of teaching high school Spanish.
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