WLC300-01_FA18:WLC Major ProSeminar
Course description:
This course introduces students to the majors in Japanese Language and Culture, Spanish or World Language and Cultures. Students acquire knowledge and understanding needed to fulfill Major Learning Outcomes for the programs. Students identify and work with a major advisor to develop individual learning plans. The course examines opportunities in related professional and career paths, including graduate education and teaching credential preparation.
This course meets MLO1 ,2 ,3 and 6
This course introduces students to the majors in Japanese Language and Culture, Spanish or World Language and Cultures. Students acquire knowledge and understanding needed to fulfill Major Learning Outcomes for the programs. Students identify and work with a major advisor to develop individual learning plans. The course examines opportunities in related professional and career paths, including graduate education and teaching credential preparation.
This course meets MLO1 ,2 ,3 and 6
Course Reflective Narrative:
In this course many areas were covered, for example; literature, culture, linguistics, language proficiency and research/ technology skills under the concentration of both language majors, Japanese and Spanish in the WLC department. Due to the presence of two majors in this course, we had professors covering the various areas under both Japanese and Spanish information which would be applied for our future courses. When it came to presenting literature, our professor of that concentration, chose certain pieces that explained what type of articles we are expecting to read under each major. As we covered the aspect of culture in both majors, we dived into how from literature we can obtain cultural knowledge from the action of reading and analyzing. Shortly after, the description of outcomes while traveling abroad to the places of the target language and immersing into the practices of each, was covered and this really expanded those areas in which this course was designed; to inform the students of opportunities and resources to take advantage of. The details given after traveling aboard, was in regard to professional careers where day to day performance of the language was required, this really surprised me because it gave us an early start to what we would want our jobs to be. As far as exploring linguistics in both languages, we had professors describing differences among vowels, spelling and pronunciation in each. To describe similarities with similar difficulties that none native speakers and native speakers may face as they try to acquire the language, Dr. Sekine provided and assignment to present what the difficulties were. We had to analyze a non-native speaker or native speakers of the languages, Japanese or Spanish to demonstrate their level of language fluency and compare it to the difficulties we personally share with them, as target language learners. After completing this assignment and many others, I learned that there are more factors covered when acquiring a second language and that there are a variety of activities that students may do to accomplish it. When I chose to do the assignment that Dr. Sekine assigned to us, I decided to do the thirty-second linguistic analysis of my grandmother since I know that certain difficulties that I have as a bilingual speaker comes from my families fluency in the Spanish language and my proficiency in it. The activities provided were tightly linked to improving our language capacity and understanding, in preparation to our more advances courses, such as advances grammar and applied linguistics courses. The assignments given opened up the opportunity to also expand technology skills, proven in this art piece created in this class. The curiosity that this course awoke and how I plan to further apply activities done in class is by, analyzing how especially with the elderly family members that I have, we share similar difficulties in pronunciations of certain terms and the gaps in between the role of technology and language learning in each generation.
In this course many areas were covered, for example; literature, culture, linguistics, language proficiency and research/ technology skills under the concentration of both language majors, Japanese and Spanish in the WLC department. Due to the presence of two majors in this course, we had professors covering the various areas under both Japanese and Spanish information which would be applied for our future courses. When it came to presenting literature, our professor of that concentration, chose certain pieces that explained what type of articles we are expecting to read under each major. As we covered the aspect of culture in both majors, we dived into how from literature we can obtain cultural knowledge from the action of reading and analyzing. Shortly after, the description of outcomes while traveling abroad to the places of the target language and immersing into the practices of each, was covered and this really expanded those areas in which this course was designed; to inform the students of opportunities and resources to take advantage of. The details given after traveling aboard, was in regard to professional careers where day to day performance of the language was required, this really surprised me because it gave us an early start to what we would want our jobs to be. As far as exploring linguistics in both languages, we had professors describing differences among vowels, spelling and pronunciation in each. To describe similarities with similar difficulties that none native speakers and native speakers may face as they try to acquire the language, Dr. Sekine provided and assignment to present what the difficulties were. We had to analyze a non-native speaker or native speakers of the languages, Japanese or Spanish to demonstrate their level of language fluency and compare it to the difficulties we personally share with them, as target language learners. After completing this assignment and many others, I learned that there are more factors covered when acquiring a second language and that there are a variety of activities that students may do to accomplish it. When I chose to do the assignment that Dr. Sekine assigned to us, I decided to do the thirty-second linguistic analysis of my grandmother since I know that certain difficulties that I have as a bilingual speaker comes from my families fluency in the Spanish language and my proficiency in it. The activities provided were tightly linked to improving our language capacity and understanding, in preparation to our more advances courses, such as advances grammar and applied linguistics courses. The assignments given opened up the opportunity to also expand technology skills, proven in this art piece created in this class. The curiosity that this course awoke and how I plan to further apply activities done in class is by, analyzing how especially with the elderly family members that I have, we share similar difficulties in pronunciations of certain terms and the gaps in between the role of technology and language learning in each generation.