New to UMass? New to the Spanish program? Maybe you’re neither of those things but are still interested in learning a little bit more about the Spanish program! Here’s some things I wish I knew beforehand, but didn’t know who to ask. I am currently a junior at UMass, and I entered my freshman year here as a Spanish major with the intention of teaching at the highschool level. My experience with the Spanish program has been delightful and we are so lucky to have such a great community within the major. Even if this post reaches one student considering the Spanish major at UMass, I hope it helps to hear from a first hand perspective as a current student here.

The Spanish program at UMass has lots to offer its students, and I have felt academically supported for my entire time here. Everyone has different experiences as a Spanish major, but I want to give you a little more insight on my personal experience because I know it can be useful for new or interested students to hear directly from another student.

It is most definitely helpful if you are able to use your AP Spanish credits as an incoming Spanish major at UMass. With my AP Spanish credits, I was able to begin my first semester of freshman year in a 300-level Spanish course. I remember this being a little intimidating for me as a new college student because I did not know what to expect of a college-level course, but I am grateful that I took an advanced class early on! In the end, it made me more confident for future Spanish classes to come, and it was a great beginning to completing my Spanish major requirements. Don’t worry if you can’t use your credits though, this is just a bonus!

Spanish is not my first language, and I was unsure if this was common as a Spanish major or not. It is very common for Spanish majors to have English as their native language, with Spanish as an additional language. You will likely meet plenty of peers where Spanish is their first language, and I find that this mix really elevates the level and style of Spanish courses at UMass. You will have the opportunity to take literature classes, writing classes, and various special topics about the Spanish language, culture, and community (including Latin American studies etc).

I expected much of the Spanish major to revolve around grammar and writing styles, similar to Spanish classes in high school. However, you will be able to dive right into classes that are tailored to utilizing your knowledge of Spanish, expecting that you already have the skills to participate in discussions using Spanish. The Spanish professors are all wonderful, and they understand that many of us are still Spanish learners, so don’t be afraid to become a Spanish major if you aren’t fluent. We are all here to learn and improve our Spanish skills so that we can be better prepared for the future.

You already have your mind set on a different major? No problem! The Spanish major is a super popular double major or minor for many students. Although I am a primary Spanish major with a secondary major in Communication, I have met plenty of students in my Spanish classes who are secondary Spanish majors or minors. Knowing another language is a great life skill and a wonderful professional skill too. However, I highly recommend Spanish as a primary major if you are interested in receiving a degree in Spanish.

Something else I wish I had known about the Spanish major at UMass is that the class sizes are small. I expected many of the classes to be large lectures, like you see in many of the classes at UMass due to the large student population. However, the Spanish program offers small class sizes which is super special when you go to a school so big. You have more opportunities to engage in class discussions when the class sizes are smaller, and you also have more opportunities to gain relationships with your professors and classmates. The connections and network within the Spanish department at UMass are truly spectacular, and the smaller class sizes make the campus community feel a little smaller which can be nice and less overwhelming for newer students.

There are also plenty of opportunities for you at UMass that you may be able to take advantage of while pursuing your degree in Spanish. Many students choose to study abroad, which is super accessible as a Spanish major because if you are studying abroad somewhere Spanish is spoken, you are highly likely to fulfill many of your Spanish major requirements. I was able to study abroad during my spring semester of my sophomore year, and I absolutely loved it, and on top of this amazing opportunity to live abroad, I was able to receive twelve credits and fulfill several Spanish requirements.

If you are new to UMass or are interested in becoming a Spanish major or minor, please feel free to contact me if you have any more specific questions, and I may be able to share some more of my own experiences with you! You can reach me at my email: carolinesmit@umass.edu

Independence can look different depending on where you are (and who you are)! For me, I learned a lot about myself during my time abroad in Seville, Spain. I studied abroad for a Spring semester, expecting to make great new friends and immerse myself in the Spanish culture, which I did! However, what I did not expect was the noticeable shift in independence between living as a young adult in the U.S. versus living as a young adult in Spain. 

Living in the U.S. as someone in their young twenties looks like a pretty independent lifestyle when you’re placed somewhere else with a different perspective. You realize that lots of responsibilities change depending on where you are. For example, living in the United States, and speaking for the average person around 18-22 years old, some generalized, independent tasks you are often expected to do include:

• Laundry
• Living with other people than your parents (or alone)
• Driving
• Washing the dishes
• Grocery shopping
• Working (even while being a student)

While I was studying abroad, my independence was critical in much different ways than the typical tasks I have been used to in the U.S. It begins as soon as you take your first steps on the plane to fly you abroad! I remember the plane ride to Spain was the first moment in which I realized I was alone, and I would have to navigate how to spend my first few hours/days in a foreign place all by myself. Luckily, going abroad with a program allowed me to make new friends very quickly. 

Once you have officially arrived and are living abroad, your independence becomes vital. Here are some ways in which I was independent while I was abroad:

• Walking everywhere (especially as a female, this took some adjusting before I became more comfortable with it)
• Communicating with locals 
• Traveling by bus, train, plane, taxi (all alone!)
• Being unreachable by family
• Being aware of your surroundings and taking care of yourself and belongings
• Learning landmarks/common phrases to help myself learn my way around a foreign city

Although I added some of these new responsibilities that required me to be independent, some of my typical tasks that I have been used to doing for a long time in the U.S. were not required of me while studying abroad. My meals were cooked for me, my clothes were washed and folded for me, and my room was cleaned for me. To my surprise, this felt off-putting for me for a long time, and it took me a while to get accustomed to the fact that these simple chores were being done for me, even though I was more than capable and happy to do them. However, we weren’t allowed to do any of it.

Once I realized that these responsibilities would not be expected of me, I learned to accept the cultural differences and focus my independence on something else. There were no chores for me to do, but I realized early on that I would have to be independent in other ways–specifically, in ways that would keep me away from dangerous situations. Being a part of an abroad program, you will likely have a fantastic support system of directors and advisors, etc. However, much of your safety is your own responsibility.

I quickly became someone who could take myself out to breakfast, and someone who enjoyed taking long walks alone, and even someone who could travel by myself on the weekend. I never experienced this level of independence in the U.S. simply because I never had to. When I returned home to Massachusetts, after living in Spain for four months, I realized that all of the reverse culture shock I experienced was linked to independence. Coming home, I had to switch my responsibilities back to my typical chores and going to work. However, it was my goal to take some of the independent qualities that I learned while abroad back home. Ever since studying abroad, I have added new layers of independence in my life. I am more comfortable spending time with myself, exploring new places, and trying new things. 

You will find out a lot about yourself after studying abroad, and your independence will likely change while you are there, but you will adjust with time. Being alone in a new place can be intimidating, but you are likely more capable of being independent than you may realize. 

In this blog post, we will compare our experiences and outcomes as two primary Spanish majors, secondary linguistics majors, and TESOL certificate students. We hope to shed light on the opportunities for students pursuing these studies and potential career paths. 

Kaylie’s Experience:

Upon arriving at UMass as a Spanish major, I always planned on adding a second major or minor, but I did not have any ideas as to what that second course of study might be. After researching majors that pair well with Spanish, I thought Linguistics was the most relevant and interesting choice, so I added it as a secondary major. After looking more into the minors and certificates that coincided with Linguistics, I chose to work towards obtaining the TESOL certificate, as I thought teaching English to Spanish speakers would be fascinating. Pursuing this certificate completely transformed my experience as a Spanish major at UMass. Through taking classes for both of my majors and my TESOL certificate, I learned how languages were acquired, which helped me learn and teach Spanish. In addition, these classes informed me about language attitudes and linguistic discrimination involving Spanish speakers in the US. Feeling passionate about fighting these injustices I was learning about, I was inspired to work towards a world where everyone has the opportunity to learn languages with adequate resources geared toward their needs. During the spring semester of my junior year, I studied abroad in Alicante, Spain. Through my study abroad program, I had the opportunity to teach two English classes in a Spanish elementary school. I also tutored a young Spanish girl in English speaking once a week. As a senior, I am currently an ESL intern at UMass. This is a position I was able to obtain by completing the TESOL certificate. As an intern, I create lesson plans to co-teach an ESL class to local community members and also tutor ESL students on campus. These are fundamental experiences in my education that have led me to determine that I want to work in language program administration, creating and ensuring that language curricula are available to all. I was able to come to this conclusion by taking what I learned in each class and piecing together my interests. I am grateful for the experiences and opportunities I’ve had through both the Spanish and Linguistics departments at UMass and I am excited for what the future holds!

Sarah’s Experience: 

Before entering UMass, I thought that my ideal career was teaching. As a high school senior, I had the opportunity to be a peer mentor for the ESL students in my school. This experience opened my eyes to some of the greater issues in English as a second language learning programs, such as not being able to provide sufficient resources for students. I really wanted to make a difference in ESL programs in the US to improve the educational experience for learners. Therefore, I decided to become an Education major at UMass Amherst. However, in my sophomore year, I quickly realized that the Education major was not for me. Because of my passion for speaking and learning Spanish, as well as my interest in one of my Gen-ed Linguistics classes, I decided to switch to a primary major in Spanish and a secondary major in Linguistics. Both of these majors solidified my love for language and gave me multiple perspectives on the future. Through my linguistics courses, I have learned about the structure of language and how it differs across cultures, the reasoning behind why we produce sounds in the way we do, and how we can create and receive messages through words. Without majoring in Linguistics and taking phonetics and phonology classes, I would have never discovered the curiosity and interest I have in those subjects. Similarly, when I studied abroad in Granada, Spain, I took a lot of courses in Spanish. My favorite classes were, ‘Diversity of Spanish in the World,’ and ‘Spanish Linguistics.’ These two classes helped me gain perspective on how phonetics and phonology apply in the context of the Spanish language, and how there can be intercultural miscommunications in both English and Spanish that I could potentially help mitigate.

Furthermore, it was not until switching to both of those majors that I discovered the TESOL certificate program at UMass. This certificate program involves courses that teach people how to teach English as a second language, develop lesson plans, and improve leadership skills. Pursuing this certificate has helped me to understand more about myself and what I want to do in the future. Learning how to make lesson plans that would best benefit non-English speakers has given me a wider perspective on education. There are so many factors that need to be taken into consideration when determining lesson plans, such as how varying subjects can make students react differently. As I am finishing up my certificate program, I am realizing that I want to use these skills and apply them to a different field: bilingual speech-language pathology. Not only does this field apply the skills I learned from the certificate program, but it will also combine my passions for phonetics and phonology, Spanish, and helping people improve their lives. I am very grateful to have had access to all of these programs in my four years at UMass, and I feel that my experience has set me up for a successful career in Speech-Language Pathology. 

Although both of us completed the same paths of study, we had different experiences and outcomes during our four years at UMass. Kaylie’s experience has allowed her to discover her passion for Language Program Administration and teaching, whereas Sarah’s experience has steered her towards Bilingual Speech-Language Pathology. Majors in the College of Humanities and Fine Arts are unique because there is not one set career path to pursue. As our experiences show, the same majors can shape us in very different ways. Through reading about our two distinct experiences as students pursuing the same studies, we hope that we have provided insight into just a few of the many possibilities for future career paths.

Having Spanish as a primary major at UMass means that you are required to take two classes to fulfill the integrative experience requirement. In my opinion, both of these classes are crucial to your experience as a student studying Spanish, and I’ll explain why.

The course SPANISH 394PI is a two-credit class that meets weekly over the semester. In this class, students prepare for their integrative experience. The integrative experience can be one of the numerous opportunities that allow you to use Spanish in your daily life. Most students choose to study abroad; however, that is not the only option. There are also opportunities to engage in language service-learning or internships that qualify as an integrative experience. Throughout the semester, students learn about the opportunities they can pursue to complete the integrative experience requirement and participate in discussion boards that allow them to anticipate their future experiences. At the end of the class, students make a short presentation on what they will be doing for their integrative experience. Presenting my plans for my integrative experience was my favorite part of the class and in my opinion the most useful. Preparing a PowerPoint with the key information on my study abroad program helped me feel better prepared for the experience I was about to undergo. Additionally, I enjoyed seeing the different experiences that my peers were preparing for. There definitely was a sense of camaraderie, as many students were nervous about their plans to study in a foreign country. Knowing others were feeling the same, these discussions and presentations eased my nerves.

The course SPANISH 494RI is a one-credit class that meets bi-weekly. In this class, students reflect on their integrative experiences over the semester. Throughout the semester, students participate in discussion forums that elicit meaningful conversations and reflections about the similarities and differences between their experiences. The first class assignment is a show-and-tell in which students must present an aspect from before, during, and after their experiences. I found this assignment highly useful since it allowed me to consider how I’ve grown not only as a Spanish student but also as a person by studying abroad. After returning from studying abroad, most students jump right back in where they left off at UMass, without fully understanding the impact their time in their integrative experience had on them. Especially when entering the workforce, it is important to know how your experiences have helped you achieve your goals and how they will continue to do so to eventually pursue a career.

Thanks to the integrative experience classes, I was able to thoroughly prepare for and reflect on my time abroad and its implications for my future, which is why I think these classes are the best!

In hopes of becoming an ESL/EFL teacher, I am pursuing a certificate in teaching English to speakers of other languages (TESOL) and I have taken a fair share of classes to prepare myself. I will be comparing two classes I took at UMass, Foundations for Teaching English Speakers (LLC 320) and Practice for Teaching English Speakers (LLC 321) to a class I took while I was abroad, Applied Linguistics: Foreign Language Teaching Methodology. Each of the classes are essentially the same; they are designed to prepare students for teaching English to speakers of other languages. However, the UMass classes are in the Languages, Literatures, and Cultures department, while the class I took abroad was a Linguistics class offered by their Spanish department. 

I took the two TESOL classes during my sophomore year at UMass and spent a lot of time learning about different language teaching methods and evaluating which elements of each method I would want to incorporate into my teaching. These classes were self-paced, with assignments that served as knowledge checks for the vast amount of information I was taking in. They also required practicum experience and guided me through designing my lesson plan so that I could put my knowledge into practice. For the practicum, I observed and assisted in leading small group discussions in an ESL course offered at UMass. I received helpful feedback on my practicum hours that I was able to reflect on each week and subsequently improve in later weeks.

The class I took in Spain during my junior spring was an advanced class that was taught in Spanish. This class consisted of lots of reading and research to be completed in a short amount of time and I was expected to have mastered the knowledge of each teaching method in a few short weeks. As a part of the class, I was required to teach in a local elementary school, though I received little guidance in preparing my lesson plans. Even though this class had a lot of overlapping content from my UMass classes, it was definitely still challenging. Because of this, I am grateful that I had taken the TESOL classes at UMass before taking the class in Spain. I don’t think I would’ve understood any of the complex content since it was so fast-paced and not taught in my native language.

By comparing these two classes, I realized that with a topic as vast as language teaching, I definitely needed time to break it down to put what I learned into practice. If I had only taken the class abroad and not the TESOL classes at UMass, I’m not sure if I would have wanted to pursue TESOL, because it would have been too fast-paced and challenging for me to appreciate the process. I am grateful to have had the opportunity to learn the content twice; once, in-depth in my native language, and a second time as a refresher in my second language. Thus, I believe that it can be useful to take similar courses in different disciplines to strengthen your knowledge on the subject.