Integrative Narrative
In reflective of my experiences in CSUMB: culture and language courses, service-learning and community projects have been entitled to my cultural and language background knowledge. Early education in culture and language was essential in the aspiration I have acquired in gaining understanding at an academic level of both. As a member of one of the Latin American cultures explored in this major, I adapted to it naturally and in an unstudied matter as a child. Having been exposed to the various factors analyzed in the courses and projects given, I have reached an academical yet comprehensive understanding of it (MLO3). Nevertheless, being a native heritage Spanish speaker, this major effectively boosted my opportunities to gain a higher performance in all aspects within language. Once I reached the professional comprehension in both language and culture, my desire to help those comprehend the Hispanic society and learn from it was doable. I grew up knowing only one way of exploring culture, being through traditional celebrations and conversations with the elderly. Despite the vital information acquired in informal settings, I lacked that historical and in-depth overview of the topic. I now count with enough recourses to inform others of the societies that make Latin America in both tangible and intangible matters and likewise, my culture. Resources and bilingual volunteers to Spanish speaking communities are low in existence in some countries in America; therefore, the skills adapted and approaches learned to assist were put into practice. I have succeeded in effectively involving myself in the needs of communities or the representation of members within them (MLO5).
I have learned so much since I proposed to experiment with Hispanic cultures. The elements and functions of another culture were something I learned in detail, especially once I became a CSUMB student. Learning of the different items that make up a Hispanic culture was fulfilling in every way. However, gaining general knowledge of a socio-cultural group other than a Hispanic one or mainstream American culture (MLO4) was terrific. Through the analysis of a second culture, I acquired the ability to compare and differentiate between the familiar societies and a foreign one. Since I had begun with an interest in exploring the different ways of cultural representation, I did the same in the other culture learned. When Japanese culture was analyzed, images, films and testimonial pieces served as crucial to compare the ways functions of Hispanic cultures. I had become aware that the culture in both societies was strongly present in films or art pieces. In Japan, the element used was trough visual support, such as films or images, sometimes dedicated to the most devastating times in their history. An example given, would be the impact that wars can leave in the functions of culture, which I saw affected both in the Japanese culture and the Mexican society, during World War II. That said, for the Mexican community, films and testimonials served as a purpose to reflect such destruction of the elements that culture contains. The visual support evolved the focus I had in sometimes only thinking of literacy pieces utility for critical analysis. Yet, literacy work did provide the necessary details for further details (MLO3). Cultures representation in various forms expanded my knowledge. It pushed me to pay closer attention to pieces that do not necessarily point out that they will do so.
I am most proud of the linguistic aspect improvement. The language in informal settings was titled as the incorrect form, due to the low recognition in colloquial expressions during formal environments. Therefore, the expansion of formal expressions was viable to fulfill the requirement of the career (MLO1). The identification of the various Spanish versions spoke is essential. Still, I now acknowledge the existence and learned the right approach to include everyone with different levels of manipulation of the target language (MLO2). The variety of sources given allowed for my involvement in community projects to be of ease and more productive when assisting (service learning and MLO5). As mentioned, communications improvement was the most refined goal. Besides, without the linguistics examination, I would have missed out on the unique forms of expressions and their relation to culture.
On the other hand, despite the abilities I value and will hone on to for the rest of my professional life, there are a few subjects I would like to continue to explore. The dialogue among us is essential to communicate resources, being under education, political, or social topics. However, many people aren't reached. A language barrier exists and despite Hispanic communities being prominent in American society, bilingual resources or even trilingual ones are as scarce. My interest in this aspect is shown in my service learning paper. Another subject is the evolution of Spanish, as it has integrated new forms of expression primarily seen with anglicisms. Now sectors defend the modification to a more neutral Spanish, something you can explore in my Capstone project.
I have learned so much since I proposed to experiment with Hispanic cultures. The elements and functions of another culture were something I learned in detail, especially once I became a CSUMB student. Learning of the different items that make up a Hispanic culture was fulfilling in every way. However, gaining general knowledge of a socio-cultural group other than a Hispanic one or mainstream American culture (MLO4) was terrific. Through the analysis of a second culture, I acquired the ability to compare and differentiate between the familiar societies and a foreign one. Since I had begun with an interest in exploring the different ways of cultural representation, I did the same in the other culture learned. When Japanese culture was analyzed, images, films and testimonial pieces served as crucial to compare the ways functions of Hispanic cultures. I had become aware that the culture in both societies was strongly present in films or art pieces. In Japan, the element used was trough visual support, such as films or images, sometimes dedicated to the most devastating times in their history. An example given, would be the impact that wars can leave in the functions of culture, which I saw affected both in the Japanese culture and the Mexican society, during World War II. That said, for the Mexican community, films and testimonials served as a purpose to reflect such destruction of the elements that culture contains. The visual support evolved the focus I had in sometimes only thinking of literacy pieces utility for critical analysis. Yet, literacy work did provide the necessary details for further details (MLO3). Cultures representation in various forms expanded my knowledge. It pushed me to pay closer attention to pieces that do not necessarily point out that they will do so.
I am most proud of the linguistic aspect improvement. The language in informal settings was titled as the incorrect form, due to the low recognition in colloquial expressions during formal environments. Therefore, the expansion of formal expressions was viable to fulfill the requirement of the career (MLO1). The identification of the various Spanish versions spoke is essential. Still, I now acknowledge the existence and learned the right approach to include everyone with different levels of manipulation of the target language (MLO2). The variety of sources given allowed for my involvement in community projects to be of ease and more productive when assisting (service learning and MLO5). As mentioned, communications improvement was the most refined goal. Besides, without the linguistics examination, I would have missed out on the unique forms of expressions and their relation to culture.
On the other hand, despite the abilities I value and will hone on to for the rest of my professional life, there are a few subjects I would like to continue to explore. The dialogue among us is essential to communicate resources, being under education, political, or social topics. However, many people aren't reached. A language barrier exists and despite Hispanic communities being prominent in American society, bilingual resources or even trilingual ones are as scarce. My interest in this aspect is shown in my service learning paper. Another subject is the evolution of Spanish, as it has integrated new forms of expression primarily seen with anglicisms. Now sectors defend the modification to a more neutral Spanish, something you can explore in my Capstone project.