MLO 2: Language and Linguistic Knowledge
The student develops an understanding of the structure of the Spanish language and is able to use an appropriate level of formality according to the situation, whether in writing or in speech.
● The student completes between two and six courses (depending on his or her choice of emphasis, as either language and linguistics knowledge or literary and cultural knowledge) related to the Spanish language and linguistics. These courses deal with: the sound system of Spanish, the history of Spanish, advanced grammar, Spanish-English translation, a general introduction to Spanish linguistics, Spanish for professional application (medical, legal, etc. spheres), composition and conversation.
● The student completes between two and six courses (depending on his or her choice of emphasis, as either language and linguistics knowledge or literary and cultural knowledge) related to the Spanish language and linguistics. These courses deal with: the sound system of Spanish, the history of Spanish, advanced grammar, Spanish-English translation, a general introduction to Spanish linguistics, Spanish for professional application (medical, legal, etc. spheres), composition and conversation.
The courses that helped meet this requirement were Ling 392, Span 302, Span 303, Span 315. In all these course we discussed things like grammar and the acquisition of a second language. These sources were specifically important to me because my emphasis is linguistics and taking these courses helped me realize what I wanted to do in the future which is to be a bilingual teacher. In Span 302 one of the things we did were learn about the evolution of the Spanish language of how it went from Latin to Spanish, in this example of the homework we had to find the closest possible translation from Latin to Spanish and indicate which were the letters or words that changed throughout the years. Throughout the semester we traveled through decades of history of the Spanish language until we reached present day and the Spanish of the Monterey County. For our final project we were able to work in partners to analyze and interpret some data that was recorded on the attitudes towards code-switching. As you can see we were able to come up with the conclusion that early bilingual accept code-switching only when it is spoken but not when it is written.