Lic. Philology and Languages --Spanish 2003Program Description
In the Philology and Languages program at Universidad Nacional de Colombia, I was always at the top of my class. I studied Spanish from linguistic, social, anthropological and philosophical perspectives through courses in general linguistics, syntax, semantics, discourse analysis, linguistic anthropology, sociolinguistics, and literature studies. I also took courses on education, and did a teaching practice at a local high school.
The program prepared me to work as a teacher of Spanish (or English, which I had learned in school), literature, or to do work related to language, such as journalism, editing or writing. During my last year of study I conducted research of the linguistic variety of Spanish used in a chatroom where Colombians used to go. This research took the form of an undergraduate thesis.
Courses
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I
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II
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III
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IV
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| General Linguistics I | General Linguistics II | Linguistic Analysis | |
| Spanish Phonetics and Phonology | Spanish Morphosyntax I | Spanish Morphosyntax II | |
| Functional Spanish I | Functional Spanish II | Spanish Semantics I | |
| Literary Theory I | Literary Theory II | James Joyce | Contemporary Latin American Literature |
| Fundamentals of Education | |||
| Preseminary | |||
| French I | French II | French | Latin Structures I |
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V
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VI
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VII
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VIII
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| Sociolinguistics | Text Linguistics | Seminary: Charles S. Peirce | |
| History of the Spanish Language I | History of the Spanish Language II | Seminary: Spanish Linguistics | |
| Spanish Semantics II | Spanish Linguistics Elective | ||
| Spanish Literature | |||
| Psychology and Language | Didactics I | Didactics II | Teaching Practice |
| Mathematical Logic | Linguistic Research Methodology | Thesis Seminary I | Thesis Seminary II |
| Latin Structures II |
Projects and Samples
- Thesis: "Cada Quien Es Lo Que Escribe: Aproximación a las Caras en el Chat" / "Everyone Is What They Write: An Approach to Faces in Chat"
- Advisor: Genoveva Iriarte Esguerra, Ph. D.
- In this thesis I explore different interaction strategies, the way in which written language is used to create a "face" in a chatroom, and the formation of affinity groups. I propose that chatrooms are not more equitable or democratic than face-to-face communication, and aspects of meaning that are usually conveyed through visual and aural cues, such as social class and status, are translated into written cues, such as spelling, vocabulary and linguistic ability.
- [Download original document in Spanish]
