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.
The following completed courses satisfied the MLO 2 requirement
SPAN 313: Introduction to Spanish Linguistics
SPAN 315 Introduction to Translation Spanish - English
SPAN 345: Bilingualism in the Spanish-Speaking World
Narrative
These classes were very interesting for we studied the sound, the structure in articulation of words and the formation of sentences. In the linguistics class we learned about the phonic apparatus and the way one uses the areas of the mouth like the position of the teeth for certain sounds. Furthermore, we explored how various social groups speak and write Spanish in relation to bilingualism and its contact with the English language. Below is a collaborative power point depicting the traditional dialects and those in the southeast covering areas of New Mexico and Colorado.
In the bilingualism class, my knowledge was greatly enhanced as we were introduced to the functions of the brain in relation to memory and language acquisition – including second-language recovery in aphasics (loss of language use – may be caused by injury). One function, which I found immensely interesting, was the recovery of the second language versus the mother tongue (please refer to the link below).
The translation class has really heightened my understanding of the formation of sentences.The class has so far helped me to place emphasis on the importance of learning about the culture of a speaker in an effort to correctly translate his or her speech. There truly is a loss in translation when one attempts to do a lineal translation. I learned that one needs to pay attention to the grammatical aspect of words as they take on a different meaning and different grammatical position. In English for example, the adjective comes before the noun as in - red car - but once it is translated to Spanish, the adjective comes after the noun. (please refer to the link below).
In the bilingualism class, my knowledge was greatly enhanced as we were introduced to the functions of the brain in relation to memory and language acquisition – including second-language recovery in aphasics (loss of language use – may be caused by injury). One function, which I found immensely interesting, was the recovery of the second language versus the mother tongue (please refer to the link below).
The translation class has really heightened my understanding of the formation of sentences.The class has so far helped me to place emphasis on the importance of learning about the culture of a speaker in an effort to correctly translate his or her speech. There truly is a loss in translation when one attempts to do a lineal translation. I learned that one needs to pay attention to the grammatical aspect of words as they take on a different meaning and different grammatical position. In English for example, the adjective comes before the noun as in - red car - but once it is translated to Spanish, the adjective comes after the noun. (please refer to the link below).
bilinguismo_mar_2018.docx |
examen_1_trans-colab.docx |