Description
This course provides an introduction to basic concepts in Spanish Applied Linguistics, with the goal of preparing students to teach Spanish as a second language and/or as a heritage language. It explores pedagogical issues related to second and heritage language development, language teaching methodologies, pragmatics, linguistic variation, and the use of technology in language learning and instruction. Taught in Spanish.
This course meets MLO2: Linguistics
The course Spanish Applied Linguistics completed MLO2 because it centered on the use of language, more specifically the Spanish language, in different settings. For the following weeks of this course we were looking at the language of Spanish and how instructors used different methods that assist in a classroom of second language learners. This included non heritage speakers as well as heritage speakers. The topic of expectations for both types of speakers in entering the classroom was one we also focused on as there exists a sort of bias or view on how those students should speak as opposed to how students should speak In other words, students enter the classroom and will sometimes unfortunately feel judged about the way they have acquired and maintained the language of Spanish. After that we focus on error corrections that instructors use in the classroom in order to maintain a good learning environment. This was especially important because the career path that I am pursuing as a teacher requires these skills and knowledge of methods to correct my students and create a safe learning environment for them. Throughout the course we had to complete three different writing assignments that pertained to the topic we were focusing on at the time. The first assignment was an essay where we had to conduct interviews of three people in different age groups and ask them what they did in their second language classroom. The second assignment was an observation we had to make as students in an actual classroom setting. We had to identify in our essay the different methods that the instructor was using in order to teach their students. The last paper was a group paper in which we chose a book that instructors use in their classroom and we had to describe why the author created that book for the classroom and include specific ways it meets requirements for books that can be used in a classroom of second language learners. Below I have included that paper.
This course meets MLO2: Linguistics
The course Spanish Applied Linguistics completed MLO2 because it centered on the use of language, more specifically the Spanish language, in different settings. For the following weeks of this course we were looking at the language of Spanish and how instructors used different methods that assist in a classroom of second language learners. This included non heritage speakers as well as heritage speakers. The topic of expectations for both types of speakers in entering the classroom was one we also focused on as there exists a sort of bias or view on how those students should speak as opposed to how students should speak In other words, students enter the classroom and will sometimes unfortunately feel judged about the way they have acquired and maintained the language of Spanish. After that we focus on error corrections that instructors use in the classroom in order to maintain a good learning environment. This was especially important because the career path that I am pursuing as a teacher requires these skills and knowledge of methods to correct my students and create a safe learning environment for them. Throughout the course we had to complete three different writing assignments that pertained to the topic we were focusing on at the time. The first assignment was an essay where we had to conduct interviews of three people in different age groups and ask them what they did in their second language classroom. The second assignment was an observation we had to make as students in an actual classroom setting. We had to identify in our essay the different methods that the instructor was using in order to teach their students. The last paper was a group paper in which we chose a book that instructors use in their classroom and we had to describe why the author created that book for the classroom and include specific ways it meets requirements for books that can be used in a classroom of second language learners. Below I have included that paper.