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.
Personal Definition:
Students get an understanding of the core ideas in the domains of Hispanic and Applied Linguistics and are able to use them while writing research articles and conducting data-driven small-scale research investigations about contemporary problems in these subjects.
Reflective Narrative:
As part of the fulfillment of MLO 2: Linguistics, students gain an understanding of the core ideas in the domains of Hispanic and Applied Linguistics and are able to use them while writing research articles and conducting data-driven small-scale research investigations about contemporary problems in these subjects. The classes that I have taken that fulfill MLO 2 are Ling 392 Nature of Language and Language Acquisition, Span 323 Hispanic Sociolinguistics, and Span 313 Introduction to Spanish Linguistics. A particularly significant piece of work that I completed in Ling 392 was a language analysis for an artist or singer that we were interested in. I decided to focus on the singer Ariadna Thalía Sodi Miranda Mottola and found an interview on YouTube where she was speaking in English. Her first language is Spanish, so she showed some characteristics that an English learner would mention. For example, she used filler words such as “like” and “uh” a couple of times in her interview. I learned how language learners of English tend to implement filler words, and I myself use filler works very often. Furthermore, in Span 323 I worked on a partner project where we focused on a dialect of a speaker of Spanish different from our own. We interviewed a Spanish speaker from Puerto Rico and listened to phonological, morphosyntactic, and lexical traits in the way she spoke. Specifically, she maintained her pronunciation of /s/ fifty-five percent of the time. I learned how minimal these phonological changes can be. Lastly, in Span 313 we worked on a group mini-project where we were able to practice phonetics by learning how to divide words into syllables, phonetically transcribe, and orthographically transcribe words. Through this project, I was able to work with my partner and continue strengthening my skills in linguistics by continuing to practice phonetics. I selected these three projects because they are a reflection of the abundance of learning that I gained in linguistics. Through these assignments, I was able to conduct research on my own or in a group and take charge of my own learning. Some challenges that remain as I continue to develop my skills in linguistics are strengthening my phonetics skills. Phonetics has many different factors that influence how it functions. As a future teacher, I see myself learning more about linguistics, specifically phonetics because I will be teaching my students how to read, write, and speak in English and Spanish.
Evidence:
Thalia Presentation
Puerto Rican Dialect
Mini-Project
Students get an understanding of the core ideas in the domains of Hispanic and Applied Linguistics and are able to use them while writing research articles and conducting data-driven small-scale research investigations about contemporary problems in these subjects.
Reflective Narrative:
As part of the fulfillment of MLO 2: Linguistics, students gain an understanding of the core ideas in the domains of Hispanic and Applied Linguistics and are able to use them while writing research articles and conducting data-driven small-scale research investigations about contemporary problems in these subjects. The classes that I have taken that fulfill MLO 2 are Ling 392 Nature of Language and Language Acquisition, Span 323 Hispanic Sociolinguistics, and Span 313 Introduction to Spanish Linguistics. A particularly significant piece of work that I completed in Ling 392 was a language analysis for an artist or singer that we were interested in. I decided to focus on the singer Ariadna Thalía Sodi Miranda Mottola and found an interview on YouTube where she was speaking in English. Her first language is Spanish, so she showed some characteristics that an English learner would mention. For example, she used filler words such as “like” and “uh” a couple of times in her interview. I learned how language learners of English tend to implement filler words, and I myself use filler works very often. Furthermore, in Span 323 I worked on a partner project where we focused on a dialect of a speaker of Spanish different from our own. We interviewed a Spanish speaker from Puerto Rico and listened to phonological, morphosyntactic, and lexical traits in the way she spoke. Specifically, she maintained her pronunciation of /s/ fifty-five percent of the time. I learned how minimal these phonological changes can be. Lastly, in Span 313 we worked on a group mini-project where we were able to practice phonetics by learning how to divide words into syllables, phonetically transcribe, and orthographically transcribe words. Through this project, I was able to work with my partner and continue strengthening my skills in linguistics by continuing to practice phonetics. I selected these three projects because they are a reflection of the abundance of learning that I gained in linguistics. Through these assignments, I was able to conduct research on my own or in a group and take charge of my own learning. Some challenges that remain as I continue to develop my skills in linguistics are strengthening my phonetics skills. Phonetics has many different factors that influence how it functions. As a future teacher, I see myself learning more about linguistics, specifically phonetics because I will be teaching my students how to read, write, and speak in English and Spanish.
Evidence:
Thalia Presentation
Puerto Rican Dialect
Mini-Project
The following courses satisfy this MLO