Apart from being a Spanish major, I also major in Film. I have taken a lot of classes that focus on international film, as well as film analysis and criticism. I took a class titled Contemporary Hispanic Cinema; the course focused on films that have been released within the last 10 years. Although it was a film course and we focused a lot on film analysis, the films had an overlying theme of collective memory. The films were from different Spanish speaking countries, and they all focused on a different history from that country. I think the course made me more curious about some of the history of Spanish-speaking countries.

I have also taken some courses in Theater because of my minor. I had no interest in acting but I was curious about lighting and scenic design. I was required to take an acting class and, honestly, I went into it thinking I would learn nothing from it. However, it made me better at analyzing text, reading between the lines to find more meaning in what characters say. It taught me to pay more attention to a character’s actions and how to explain the emotion conveyed by performances or certain choices actors make. The class also taught me how to be more comfortable with public speaking. Something that has come in handy, since I have had to present in some classes since. Overall, I would take any opportunity to learn something new, you never know how it might help you in the future.

This semester I have been volunteering in a program called Inglés Sin Limites organized by ANEP (La Administración Nacional de Educación Pública) in Uruguay. It is an entirely virtual program of “godparents.” The program’s goal is to bring English education to the rural school in Uruguay. Some of these schools are small with only one or two teachers, some of whom live in the school. These teachers may sometimes teach an entire grade level or sometimes even mixed levels. Each godparent is assigned a school for them to work with during the school year. In some cases, the godparents meet with the class via Zoom or Google Meets once a week to talk to the students. The students and teacher can ask questions, practice having small conversations, or sometimes even pronunciation. The program is made so that both the students and the teacher can learn English. There is a textbook and a series of videos created for the teacher to play to their students and the godparent is an extra support for them. The godparents are also available to the teachers through WhatsApp. Some godparents are not available during the school day and instead will make videos or send audio messages for the students for practice or extra help. 

I was assigned a school in Colonia, Uruguay made up of about ten fourth-graders. I met with them every Friday for about 30-45 minutes. It was mostly up to them that we would do in that time. They liked to ask questions to clean up their pronunciation, they would ask about sentence structure or how to express certain ideas that were common to them, but they had not learned yet. There was one day where they made a list of words in Spanish that they wanted to know in English. This was very similar to another program I worked with in High School, called the Cape Cod Literacy Council, that provided English classes for people on Cape Cod. The classes were mostly made up of Portuguese and Spanish speakers living on the Cape. Both experiences have been incredibly fulfilling and I feel somehow closer to Uruguay after participating in it. My family is from there and originally, I did want to study abroad. However, I feel like this experience was more fulfilling in that I was able to actually do something for the community instead of just visiting it.

I came into UMass as a Spanish major, not because I was set on a career specifically using the Spanish language as its primary concentration,  but because it was a topic that I knew well and that I loved spending my time studying. Over the years, I have begun to use Spanish as a tool to access new experiences and information to figure out what exactly it is I’d like to do in the workforce. Now, in my final year at UMass as an undergraduate, a career in data science seems to be the route I am taking–but how did I get here? Surprisingly, it’s all due to my election of the Spanish major. 

I have always had many interests, academic and personal alike: cooking and food science, farming, creative writing, fashion, sports, psychology, medicine; the list goes on and on.  As a Spanish major with most of my credits from high school carrying over, I had a lot of space to explore all of these curiosities. I took courses on poetry, homesteading, translation certification, and so many more. I enjoyed most all of these endeavors,  but where I really found myself and my path was in integrative experiences,  such as internships and volunteer opportunities. Here is where I used Spanish as a tool to get myself into these situations to explore my many interests. 

One of my first experiences was a translator job at a non-profit in Holyoke, which opened my eyes to a potential career in translation. Although this position was based on my Spanish knowledge, it also afforded me the chance to build relationships with many people within the organization and build on my professional skills.  Another noteworthy experience, and the main pivot point to my current career path, was an internship in a hospital for paraplegics in Madrid, as a data science intern. The position required some level of fluency in Spanish, and I had originally applied for the position in hopes of working face-to-face with the patients at the hospital to explore my interests in working in the medical field.  What I found instead was this: my love for research and data analysis. This newfound love was found through the tool of Spanish language and caused me to apply for a master’s program in data science at UMass. I’m currently in my first year of the Data Analytics and Computational Social Science 4 + 1 Masters Program, and could not be more sure that this is the path for me. 

In conclusion, my main message here is that even if you are a Spanish major not considering Spanish as a main component of a future job, this major can serve to aid in your discovery of what that ideal future looks like for you. I am forever grateful that I chose Spanish as my primary major and will take all that I learned with me as I move forward. 

By Livia Iwanicki

Within the Spanish major, there are many beneficial certifications that can be achieved by a few minor tweaks and additions to the baseline major requirements.  Personally, I have received the Undergraduate Translation and Interpreting Studies Certificate,  which was only two extra courses on top of the major requirements I was already completing. This certification opened doors for me to apply for several internships and gave me a higher level of confidence surrounding my grasp of the Spanish language. In writing this blog post, I knew that I wanted to express my gratitude and excitement over this certification offering. Through more research, I found that there are many more certifications available to Spanish majors. I did not know about these certifications  up until a few weeks ago when I did research more – I think that these are really important tools to share with those who are coming in as a Spanish major to show that you can individualize your journey within this concentration in alignment with your interests and can gain unique experiences that will help build upon a resume. 

 I had been interested in working as a translator or interpreter for some time before coming to UMass and this goal was finally realized through my completion of the Translation and Interpreting Studies Certificate. This is an interest that may not appeal to all Spanish majors,  but luckily there are many more certifications that students can lean into to personalize their experience. For instance,  those who are looking to go into the field of teaching in the future could find interest in the STEP certification offered, which prepares students for the Initial Teacher Licensure and Massachusetts State Teaching Exams. Students must complete two education courses, EDUC 524 and EDUC 513, as well as SPAN 575, PSYCH 305, and three SPANIED practicum courses. Though the requirements for the certification are a bit heavier than the one that I completed,  it may be worth the extra credits if someone is very passionate about teaching as a future profession,  as it is a quick route to receive an impressive achievement on the resume. 

Another certification that I explored was the Certificate in Latin American, Caribbean, and Latino Studies, Which is something that my partner  for this project, Christina, had expressed interest in.  There are two different tracks that the student interested in completing the certificate can take:  Track A, with an emphasis on language  that simply adds on two beginning semesters of Portuguese,  or Track B, with successful completion of four courses with Latin American,  Caribbean,  or Latino studies content listed on the available course selection.  So many Spanish Majors choose to study abroad in Europe and concentrate on Spain style Spanish during their time at UMass.  This certification is a great way to expand horizons of Spanish use and learn more about the language within different cultures. 

 The last undergraduate certification that I looked into was one that I definitely would have taken advantage of had I known that it existed: Spanish & Health Certificate. This certification prepares individuals to work within the healthcare field as a bilingual individual. This definitely could have worked well with my Translation and Interpretation Studies Certificate,  as many interpretation jobs are in high demand at hospitals. The Spanish & Health Certificate requires all of the base requirements from the major. Add-ons include SPAN 356, one course from a selection under both the Cultural Diversity in Healthcare concentration and the Culture and Society of the Hispanic World concentration, as well as 2 to 3 credits of a practicum experiential component.  All in all, this is a very achievable certificate given the small number of additional courses that are required alongside the major,  and it is also a certificate that offers skills that are in high demand. 

 Overall, my main goal of sharing this with the future Spanish Majors coming into UMass is to remind individuals that they can make this experience their own unique journey  with certifications that cater to special interests. UMass has a lot to offer, and though I am glad I completed the Translation and Interpretation Studies Certificate, I wish I had known what more I could have added to my plate when coming in in the beginning. Hopefully this helps to share more about the wide variety of offerings within the Spanish language Department so that new students can make the most of them! 

By Livia Iwanicki

In this blog post, we aim to share our unique experiences of studying abroad in the same program, while also being placed in the same living situations. Our goal is to share about how we both ended up choosing the program (API Seville) as well as some of our highlights and advice for others considering many different programs for studying abroad. Although we both chose the same program, our day to day life in Spain looked different from each other, but we also shared a lot of the same experiences!

Carly’s Experience: 

Choosing my study abroad program was not an easy decision, in my experience. I remember spending lots of time during the summer looking through the different programs that were available for me to choose from. As a Spanish major, who can essentially study anywhere in the world that speaks mainly Spanish, there were hundreds of options. The three last choices I had narrowed down to were programs in Alicante, Madrid, and Seville. I tried writing pros and cons lists to each program, taking into consideration location, cost, residential options, etc., but they all had some pros and some cons. So how did I make my final decision to go to Seville? For starters, I liked the fact that this program was the best financial option for me. Since it was cheaper than most of the other programs, it would give me the flexibility and opportunity to spend more time traveling while I was abroad, which was super important to me. Also, the classes that I could take there all seemed interesting and pertained to the Spanish major. While I was there, I took 12 credits total, 3 of which counted solely towards graduation requirements, and the rest fulfilled Spanish requirements. I took a painting course, a teaching course, a history of wine course, and a course on Spanish gastronomy. I had a great experience with all of my classes and would highly recommend this API Seville to any Spanish major who wants to take some interesting courses while abroad. Some of my favorite parts about studying abroad in Seville were:

• Walkable, smaller city
• Lots of practice speaking Spanish with locals
• Warm weather
• I had already been to Seville and had a sense of comfort knowing a little bit about the city I would be living in
• Andalusian culture 

My week was not very busy with school, as I took all of my classes on Mondays and Wednesdays, so I had only two days per week where I was in classes. I spent the other weekdays exploring Seville and even taking other day trips to nearby cities which were less than two hours away by train. I loved having a flexible schedule while abroad because it allowed me to spend more time exploring the city. The API Seville program did not offer any classes on Fridays which was great for students who are interested in traveling to other countries/cities on the weekends. 

I highly recommend API Seville if you want to feel like you are receiving an authentic experience and I am grateful that I had the opportunity to live in this city with such a rich culture!

Ailish’s Experience:

Before I even went on the study abroad website, I decided that my best course of action would be to set a list of goals for myself to make the research process easier. I determined that the two  most important things that I wanted to be able to accomplish while I was in Spain were: to practice my speaking skills as much as possible and to take classes that were both interesting and challenging. I narrowed down my search to two cities: Granada and Sevilla, mainly because I knew that these areas were less “touristy,” so there wouldn’t be as many people in these cities that spoke English. I knew that if I was offered the chance to speak English on a regular basis, I might have leaned into it a little too much and neglected my opportunities to speak Spanish. I decided that the best way to avoid this would be to eliminate this “safety net” all together. 

Once I looked over the course offerings for each program, I decided that API Sevilla was the best fit for me because they offered a wide range of courses that included history, cooking, teaching, literature, grammar, phonology, speaking, and art. There were so many courses that catered to all different levels/abilities, and I felt comfortable knowing that I would be able to take a mix of classes that fulfilled my upper level requirements, remained manageable, and provided me with new experiences. I ended up taking 4 classes that covered contemporary history, teaching & methodology, literature & cooking, and wine & culture. 

My favorite parts of the semester were getting to experience the festivals and events that happened in Sevilla and the trips that we took. During Holy Week, I saw a number of silent processions in the street. For la Feria de Abril, I watched thousands of people line the streets in flamenco dresses and dance in ‘casetas.’ I was able to travel to different parts of Spain with my program and on my own; I went hiking in Extremadura, stayed with a friend in Barcelona, and visited the Alhambra in Granada. There were many natives from other regions of Spain that would often ask us why we decided to study in Andalucía when their accent was “difficult to understand.”  I wasn’t accustomed to the Andalusian accent before I traveled here, but I am very grateful that I understand it better now. Being in this region made my experience more authentic and fun, and I think being exposed to a new accent was an excellent learning experience. It was a little difficult to understand some words when I first arrived, but by the end of the trip, I had no trouble with it. I was aspirating my ‘s’s by the end of the semester, and my experience with it has proved to be beneficial when talking to people with similar accents here in the U.S. 

Going abroad is all about what you make of it. The best advice that I can give to any student who is trying to decide where to go is to decide what you want to accomplish while you’re there and take advantage of every opportunity that you can, no matter how uncomfortable it may be at first!

As you can see, although we both chose the same program, each of our experiences was personal and unique to us. When choosing a study abroad program, keep in mind that you have complete control over your trip. There may be some programs that appeal to you more than others, but in the end, you design your own experience.

Since I am a Spanish major, most of the courses that I have taken at UMass have been in the Spanish department. Spanish 394 PI Preparation for Programs Abroad has taught me a lot about being open-minded when traveling in view of all the different cultures/traditions, lifestyles, and different dialects of a language. This course of preparation before studying abroad connected specifically to another course I took, Spanish 350, Translation Today. Spanish 350 has provided me with the opportunity to translate several types of documents from Spanish to English and vice versa. Spanish 394 PI has opened my eyes to variations of a language spoken in a country. Whereas in Spanish 350, for example, I translated documents from the Holyoke Zoo. When I learned that they wanted the translation in Puerto-Rican Spanish, this was mind-opening for me as a native Spanish speaker, to see that not all Spanish speakers use the same name to refer to an animal. I also think that both of these classes are related because, in a way, both of them required me to see the importance of translation and variation within one language in one’s daily life. These different disciplinary perspectives have taught me that knowing or learning another language opens doors to meeting new groups of people and getting to know different cultures. In addition, these courses have shown me that there is a strong need for translation in order to take down linguistic barriers in all types of situations, whether it is in a doctor’s appointment, while shopping, or when going out to the zoo or to an amusement park, while spreading news and in communications with family and friends. Last, after taking both of these classes, I see the importance of translation as a form of inclusivity. In conclusion, learning through different disciplines in the Spanish major has helped me open my mind to the diversity of cultures, dialects, and the importance of translation to bring communities together in the Spanish-speaking world, also about the linguistic barriers that exist in our community.

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.