SPAN 345: Bilingualism in the Spanish-Speaking World
This course will first explore the nature of bilingualism, focusing on its neurolinguistic, psycholinguistic, and linguistic aspects. Students will examine the most important concepts and research questions in these areas. In addition, the class will focus on bilingualism in the United States and the Spanish-speaking world, including the examination of bilingual education programs (e.g., immersion programs) and important political matters connected to them.
Course Narrative
I didn’t take my first linguistics class until the final semester of my senior year. I took Span 345, with Professor Pablo Oliva and it was surprisingly interesting and quite challenging. The format of the class was based upon readings and class discussions. Some of the readings were in English and some were in Spanish. For me, the readings in Spanish were particularly challenging as the content being largely scientifically based was advanced for me. However, through that challenge I certainly expanded not only my breadth of the subject matter but, of course, my base understanding of the language expanded, as well.
The content of the class was linguistics, and I did not expect that I would enjoy the subject matter as much as I did. I have always been drawn to language, but I was surprised to learn that I am interested in, not only being able to speak different languages but the science behind language as well. For example, I found it very interesting that babies who are exposed to more than one language in the first year of life go through a period called the “periodo silencioso” (period of silence) when they would otherwise be starting to “babble”. I spoke to my son (who is now 17) exclusively in Spanish for the first year of his life. When he started to miss the typical language markers, I became concerned and took him to the pediatrician. She advised me to stop speaking to him in Spanish, stating that it was bad for his language development. In Pablo’s class I learned that this “periodo silencioso” is normal for babies being raised with two or more languages. I was excited to learn this and I wished that I had known it when I was a young mom.
Another component of the class was conducting research by means of creating a survey and compiling data based on the responses we received. I found this to be in interesting component of the class. I realized through this assignment that the linguistics field is just starting to take off and there is a lot of opportunity in the field. I can imagine a possible future in linguistics as a result of taking this class.
The content of the class was linguistics, and I did not expect that I would enjoy the subject matter as much as I did. I have always been drawn to language, but I was surprised to learn that I am interested in, not only being able to speak different languages but the science behind language as well. For example, I found it very interesting that babies who are exposed to more than one language in the first year of life go through a period called the “periodo silencioso” (period of silence) when they would otherwise be starting to “babble”. I spoke to my son (who is now 17) exclusively in Spanish for the first year of his life. When he started to miss the typical language markers, I became concerned and took him to the pediatrician. She advised me to stop speaking to him in Spanish, stating that it was bad for his language development. In Pablo’s class I learned that this “periodo silencioso” is normal for babies being raised with two or more languages. I was excited to learn this and I wished that I had known it when I was a young mom.
Another component of the class was conducting research by means of creating a survey and compiling data based on the responses we received. I found this to be in interesting component of the class. I realized through this assignment that the linguistics field is just starting to take off and there is a lot of opportunity in the field. I can imagine a possible future in linguistics as a result of taking this class.
span._345_trabajo_1_resultados-2.pdf |