SPAN 395 - Special Topics: Applied Spanish Linguistics
Course Description:
Studies a particular topic relative to the Spanish language or Hispanic cultures. May be repeated for credit when topics vary.
Reflective Narrative:
When this class began in the first few weeks of the semester, I was overwhelmed. This was the first formal Linguistics class I had taken and knew that there was going to be a lot to do, but also a lot to learn. As the weeks went by, I realized I was understanding a lot more than I had initially expected to learn, thanks to Professor Rebecca Pozzi, with whom I had previously taken SPAN 202. Although this class had many many reading assignments, (arguably more than in the Literature classes from the semester before,) I was intrigued by most of them and learned a lot. During the semester, we were required to conduct a 30-40 minute presentation on one of the assigned articles in class, and I signed up to present about Maria Carreira and Claire Hitchins Chik's article about Differentiated Teaching in Language classrooms, where the class has students who are learning the language for the first time (like me), referred to as L2Ls (2nd Language Learners), mixed with students who are Heritage Learners, meaning the student speaks the language in their home, but their schooling is conducted in English. These two groups of people have very different learning goals and strengths. For example, L2Ls tend to have a stronger grasp on Grammar Rules, while Heritage Learners will be able to perform well in improvisational environments. This is a copy of the presentation I gave, which I felt (mostly) comfortable giving, knowing my classmates were very supportive along the way. This class helped to fulfill MLO 2.
Studies a particular topic relative to the Spanish language or Hispanic cultures. May be repeated for credit when topics vary.
Reflective Narrative:
When this class began in the first few weeks of the semester, I was overwhelmed. This was the first formal Linguistics class I had taken and knew that there was going to be a lot to do, but also a lot to learn. As the weeks went by, I realized I was understanding a lot more than I had initially expected to learn, thanks to Professor Rebecca Pozzi, with whom I had previously taken SPAN 202. Although this class had many many reading assignments, (arguably more than in the Literature classes from the semester before,) I was intrigued by most of them and learned a lot. During the semester, we were required to conduct a 30-40 minute presentation on one of the assigned articles in class, and I signed up to present about Maria Carreira and Claire Hitchins Chik's article about Differentiated Teaching in Language classrooms, where the class has students who are learning the language for the first time (like me), referred to as L2Ls (2nd Language Learners), mixed with students who are Heritage Learners, meaning the student speaks the language in their home, but their schooling is conducted in English. These two groups of people have very different learning goals and strengths. For example, L2Ls tend to have a stronger grasp on Grammar Rules, while Heritage Learners will be able to perform well in improvisational environments. This is a copy of the presentation I gave, which I felt (mostly) comfortable giving, knowing my classmates were very supportive along the way. This class helped to fulfill MLO 2.