MLO 5:
Cultural Internalization and Language Immersion
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:
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:
- 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.
Personal Definition:
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 show that they actively immersed themselves in real Hispanic cultural and linguistic surroundings, assimilated the experience, and used it to get a fresh perspective on Hispanic cultures as well as a personal knowledge of them.
Reflective Narrative:
As part of the fulfillment of MLO 5: Cultural Internalization and Language Immersion, students show that they actively immersed themselves in real Hispanic cultural and linguistic surroundings, assimilated the experience, and used it to get a fresh perspective on Hispanic cultures as well as a personal knowledge of them. The courses that I have taken to fulfill this MLO are Span 301s Service Learning in the Chicano/Latino Community, and Span 495 Special Topics. Span 301s contributed to my objective of preparing for Span 495. In Span 301s I was placed as a service learner in my community of Salinas, California. I volunteered at the Cesar Chavez Library as part of the Salinas Public Library and Literacy Program. I volunteered in the citizenship class and the adult computer literacy class. I was able to fully immerse myself, and assist adult Spanish speakers with practicing their questions for their citizenship test in Spanish and English as well as in the computer literacy class I assisted an adult with learning how to use Google Suite apps such as Gmail and Google Docs. In this presentation, I shared with my class what I learned and the importance of these free courses as well as bilingual volunteers. Furthermore, in Span 495 I learned about my surrounding community by interviewing two individuals about their experiences crossing the US/Mexico border. This final paper was really fun because I got to know the story of two Mexican members of the community who crossed the border in different years. This project allowed me to learn more about the experiences of individuals who cross the border. I connected it to two texts I read in my Span 310 class, Esperanza Rising by Pam Muñoz Ryan and The Distance Between Us by Reyna Grande. Through this course, I was able to build connections to texts that I had read in a previous class and the experiences of two individuals from Monterey County. I enjoyed the opportunity that both these classes gave me to get to know more about my surrounding community and to get to know people in the community. In the future, I envision there being more opportunities for students to get to learn about different Hispanic communities living within the United States.
Evidence:
Final Presentation Span 301s
Final Paper Span 495
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 show that they actively immersed themselves in real Hispanic cultural and linguistic surroundings, assimilated the experience, and used it to get a fresh perspective on Hispanic cultures as well as a personal knowledge of them.
Reflective Narrative:
As part of the fulfillment of MLO 5: Cultural Internalization and Language Immersion, students show that they actively immersed themselves in real Hispanic cultural and linguistic surroundings, assimilated the experience, and used it to get a fresh perspective on Hispanic cultures as well as a personal knowledge of them. The courses that I have taken to fulfill this MLO are Span 301s Service Learning in the Chicano/Latino Community, and Span 495 Special Topics. Span 301s contributed to my objective of preparing for Span 495. In Span 301s I was placed as a service learner in my community of Salinas, California. I volunteered at the Cesar Chavez Library as part of the Salinas Public Library and Literacy Program. I volunteered in the citizenship class and the adult computer literacy class. I was able to fully immerse myself, and assist adult Spanish speakers with practicing their questions for their citizenship test in Spanish and English as well as in the computer literacy class I assisted an adult with learning how to use Google Suite apps such as Gmail and Google Docs. In this presentation, I shared with my class what I learned and the importance of these free courses as well as bilingual volunteers. Furthermore, in Span 495 I learned about my surrounding community by interviewing two individuals about their experiences crossing the US/Mexico border. This final paper was really fun because I got to know the story of two Mexican members of the community who crossed the border in different years. This project allowed me to learn more about the experiences of individuals who cross the border. I connected it to two texts I read in my Span 310 class, Esperanza Rising by Pam Muñoz Ryan and The Distance Between Us by Reyna Grande. Through this course, I was able to build connections to texts that I had read in a previous class and the experiences of two individuals from Monterey County. I enjoyed the opportunity that both these classes gave me to get to know more about my surrounding community and to get to know people in the community. In the future, I envision there being more opportunities for students to get to learn about different Hispanic communities living within the United States.
Evidence:
Final Presentation Span 301s
Final Paper Span 495
The following courses satisfy this MLO: