MLO 5 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.
In order to complete this MLO 5. I took Span 301 S (Service Learning in the Latino Community).
To complete this MLO . I took the experience gained by doing my social service, describing it as an immersion project with another culture.
Immersion
One of these agencies that provided the opportunity for service-learning was Central Coast, which I had the opportunity to work on and put into practice my knowledge and and learn from them as well. Papas de la Costa Central is located in Watsonville, Santa Cruz and Salinas. My focus was only on Watsonville and Salinas.
My responsibilities at the agency were following the main objective of Service-Learning, that of learning by doing community service. Being flexible, learning, cooperating with the community, and help in any way necessary. Among the responsibilities that were taken away from me
The assignments were: to get involved in the parents' workshops, to see what they were doing, to observe workshops for couples, get involved in childcare and its different activities while the parents' and couples' workshops took place.
I also use my bilingual English-Spanish skills or vice versa in communicating with children, as I noticed at first that not all children wanted to speak English. Similarly I had the opportunity to communicate with parents and couples in the Spanish language, and which is the most predominant language in the community. I had the opportunity to translate from English to Spanish or vice versa different brochures that would be used as material for the parents' workshops in the program.
On the other hand outside the agency in the translation work I worked on other projects of translation for the Latino community, the Ocean Guardian School Program project, more the participation of the Spoken Word project in the CSUMB Discovery Day .
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.
In order to complete this MLO 5. I took Span 301 S (Service Learning in the Latino Community).
To complete this MLO . I took the experience gained by doing my social service, describing it as an immersion project with another culture.
Immersion
One of these agencies that provided the opportunity for service-learning was Central Coast, which I had the opportunity to work on and put into practice my knowledge and and learn from them as well. Papas de la Costa Central is located in Watsonville, Santa Cruz and Salinas. My focus was only on Watsonville and Salinas.
My responsibilities at the agency were following the main objective of Service-Learning, that of learning by doing community service. Being flexible, learning, cooperating with the community, and help in any way necessary. Among the responsibilities that were taken away from me
The assignments were: to get involved in the parents' workshops, to see what they were doing, to observe workshops for couples, get involved in childcare and its different activities while the parents' and couples' workshops took place.
I also use my bilingual English-Spanish skills or vice versa in communicating with children, as I noticed at first that not all children wanted to speak English. Similarly I had the opportunity to communicate with parents and couples in the Spanish language, and which is the most predominant language in the community. I had the opportunity to translate from English to Spanish or vice versa different brochures that would be used as material for the parents' workshops in the program.
On the other hand outside the agency in the translation work I worked on other projects of translation for the Latino community, the Ocean Guardian School Program project, more the participation of the Spoken Word project in the CSUMB Discovery Day .