MLO 5: Cultural Internalization and Language Immersion
Cultural Internalization and Language Immersion Students demonstrate that they have actively immersed themselves in authentic Hispanic cultural and linguistic environments and have internalized the language and cultural experience, from which they have developed personal understanding and new perspectives of Hispanic communities.
Note: Students develop intercultural communication skills and strategies and learn to adapt and respond in effective ways. This MLO may be fulfilled by a study abroad experience or equivalent. Courses taken in a study abroad program may count toward another MLO. Students who choose Pathway 2 will be working on a community project to fulfill this requirement.
Under this criterion I have completed SPAN 301S Service Learning in the Chicano / Latino Community and SPAN 495 Special Topics
In order to fulfill this MLO, students were required to get involved in our community to develop a better understanding of its social and cultural issues. Both classes helped me develop a critical analysis of situations that represent disadvantages and obstacles for the community. This MLO also seeks to solve and propose ideas for better functioning of individuals belonging to certain minorities by incorporating us to different sectors of a specific community. In the SPAN 301S class, I dedicated myself to helping the Latino and Chicano community and the elderly. I completed my service learning as a tutor in a computer literacy program and for citizenship test classes. During my service, I was able to analyze in depth the real problems that this community is going through, such as the lack of medical attention due to the high cost of medical insurance that is not affordable for individuals with their annual income. I also learned a little more about students’ personal background and realized that most of them had been or continued to be agricultural workers with very little monetary remuneration and mediocre job benefits. To reflect on these experiences, I gave weekly presentations in class which also helped me to acquire ideas on how to improve the lives of these citizens. At the end of the semester, we present the general ideas and plans that could effectively help the place of service in which we participate. My final presentation exposed the disadvantages, connections, and plans for the future to create a better workspace for senior agricultural workers in the field of health, as well as ideas to improve the workshops so that students could receive and process the material in a better way. Besides, in SPAN-495 we were able to make connections with our own learning and the community by conducting two interviews of community members that were affected by social issues regarding our community. For this specific assignment I chose to work on the prevalence of Machista’s Homes and the aftermath of the kids and new generation parents. MLO 5 represents a deep and stable connection with the Latino and Chicano community to face and cope with future social problems. I plan to work very close to my community to discover new ways to know their issues but also solve them and employ all the resources, skills and knowledge I acquired by taking these courses.
Note: Students develop intercultural communication skills and strategies and learn to adapt and respond in effective ways. This MLO may be fulfilled by a study abroad experience or equivalent. Courses taken in a study abroad program may count toward another MLO. Students who choose Pathway 2 will be working on a community project to fulfill this requirement.
Under this criterion I have completed SPAN 301S Service Learning in the Chicano / Latino Community and SPAN 495 Special Topics
In order to fulfill this MLO, students were required to get involved in our community to develop a better understanding of its social and cultural issues. Both classes helped me develop a critical analysis of situations that represent disadvantages and obstacles for the community. This MLO also seeks to solve and propose ideas for better functioning of individuals belonging to certain minorities by incorporating us to different sectors of a specific community. In the SPAN 301S class, I dedicated myself to helping the Latino and Chicano community and the elderly. I completed my service learning as a tutor in a computer literacy program and for citizenship test classes. During my service, I was able to analyze in depth the real problems that this community is going through, such as the lack of medical attention due to the high cost of medical insurance that is not affordable for individuals with their annual income. I also learned a little more about students’ personal background and realized that most of them had been or continued to be agricultural workers with very little monetary remuneration and mediocre job benefits. To reflect on these experiences, I gave weekly presentations in class which also helped me to acquire ideas on how to improve the lives of these citizens. At the end of the semester, we present the general ideas and plans that could effectively help the place of service in which we participate. My final presentation exposed the disadvantages, connections, and plans for the future to create a better workspace for senior agricultural workers in the field of health, as well as ideas to improve the workshops so that students could receive and process the material in a better way. Besides, in SPAN-495 we were able to make connections with our own learning and the community by conducting two interviews of community members that were affected by social issues regarding our community. For this specific assignment I chose to work on the prevalence of Machista’s Homes and the aftermath of the kids and new generation parents. MLO 5 represents a deep and stable connection with the Latino and Chicano community to face and cope with future social problems. I plan to work very close to my community to discover new ways to know their issues but also solve them and employ all the resources, skills and knowledge I acquired by taking these courses.