Students demonstrate that they have actively immersed themselves in authentic Hispanic cultural and linguistic environments and have internalized the language and cultural experience, from which they have developed personal understanding and new perspectives of Hispanic communities.
Students develop intercultural communication skills and strategies, and learn to adapt and respond in effective ways.
There are two pathways by which this outcome can be fulfilled:
There are two pathways by which this outcome can be fulfilled:
- Pathway 1: By participating in a study-abroad program in a Spanish-speaking country for at least one semester.
- Pathway 2: By living and working in a local heritage community over an extended period of time without interruption for at least two years.
Reflective Narrative:
Students need to show that they understand the in and out of Hispanic culture. Integers to their traditions, the way they speak, the people they associate themselves with. There are two ways a student can complete these requisites, either by studying abroad in a Hispanic country of their choosing or one semester. As well as by being a participant in a heritage community group for a minimum of two years.
The two classes I took in order to complete MLO 5 are SPAN 495 - Special Topics, but I also believe SPAN 301S - Service Learning in the Chicano/Latino Community contributed to the competition of this MLO. SPAN 301S was a hands-on approach to further understanding certain issues occurring in Chicano/Latino communities. This course required us to sign up and assist certain groups in order to lighten the load and disparities within our local community. In my case, I helped translate from English to Spanish for Spanish only speakers. I wrote an essay covering my experiences with my community group, “Mi viaje hacia el bialfabetismo en espanol y ingles” and how it related to other aspects of my life, such as big events that impacted the way I speak in both English and Spanish. SPAN 495 has us look into certain themes of our own choosing by having us choose texts that relate to these themes, and interview an individual who fits into these categories. For this class I reviewed my topics and chose a couple of texts that I find some connection because of what my family went through in order to get into the United States specifically what I found most insightful about them, “MLO 5 - Final Narrative.” Both works are primary examples of my times within these classes and how I grew as a person. As well as interview a couple of individuals who I believe have had similar experiences as my own in regards to the way our families handled moving to the U.S. These works and experiences illustrate the outcomes of MLO 5 by showing us the importance of being a part of the Hispanic community, and how we’re influenced by our own cultures.
Challenges that I may face as I continue to develop this area are not ending up in a situation where I can help my own community. Thankfully there are a plethora of groups out there and I know my own city has such groups and I am determined to continue working in service of my community. Such as a cultural enrichment group or a Hispanic support group.
Students need to show that they understand the in and out of Hispanic culture. Integers to their traditions, the way they speak, the people they associate themselves with. There are two ways a student can complete these requisites, either by studying abroad in a Hispanic country of their choosing or one semester. As well as by being a participant in a heritage community group for a minimum of two years.
The two classes I took in order to complete MLO 5 are SPAN 495 - Special Topics, but I also believe SPAN 301S - Service Learning in the Chicano/Latino Community contributed to the competition of this MLO. SPAN 301S was a hands-on approach to further understanding certain issues occurring in Chicano/Latino communities. This course required us to sign up and assist certain groups in order to lighten the load and disparities within our local community. In my case, I helped translate from English to Spanish for Spanish only speakers. I wrote an essay covering my experiences with my community group, “Mi viaje hacia el bialfabetismo en espanol y ingles” and how it related to other aspects of my life, such as big events that impacted the way I speak in both English and Spanish. SPAN 495 has us look into certain themes of our own choosing by having us choose texts that relate to these themes, and interview an individual who fits into these categories. For this class I reviewed my topics and chose a couple of texts that I find some connection because of what my family went through in order to get into the United States specifically what I found most insightful about them, “MLO 5 - Final Narrative.” Both works are primary examples of my times within these classes and how I grew as a person. As well as interview a couple of individuals who I believe have had similar experiences as my own in regards to the way our families handled moving to the U.S. These works and experiences illustrate the outcomes of MLO 5 by showing us the importance of being a part of the Hispanic community, and how we’re influenced by our own cultures.
Challenges that I may face as I continue to develop this area are not ending up in a situation where I can help my own community. Thankfully there are a plethora of groups out there and I know my own city has such groups and I am determined to continue working in service of my community. Such as a cultural enrichment group or a Hispanic support group.
Courses that fulfill this requirement: