Tag Archives: language learning

Travel Through Television

By Connor Brown

Edited by Natalie Grace Sipula

[3.5 minute read]

Over the past year, I’ve spent almost all of my time at home (as most people have), doing my part to flatten the curve and stop the spread of Covid-19 by doing absolutely nothing. Well, not exactly nothing, as I’ve filled the time with a number of TV shows and films I’d been meaning to watch but had previously not had time for. The pandemic certainly freed some time up for me to catch up on these shows. Watching a show or movie can be more than just mindless entertainment; it can be an informative or even educational experience, especially if you watch the right things. By watching American classics and international standouts, I believe my quarantine binge-watching habits have been more productive than one might expect.

With travel being impossible, I’ve scratched the itch to go abroad by watching shows and movies that take place in Mexico and Italy. I speak Spanish, but I know that in order to maintain fluency in a language, practice is essential. As such, I began watching Netflix’s Club de Cuervos, a show about a soccer team in a small town outside of Mexico City. It was not only highly entertaining (I enjoyed it so much I watched the spinoff series it produced), but it also helped me maintain my ear for the language. The show even improved my understanding of the Central Mexican dialect and a variety of accents which are quite prevalent in Los Angeles.

Photo by Ruben Leija on Unsplash

I’ve also been learning Italian at USC for the past couple of years, and by watching a number of classic Italian films on Kanopy, a streaming service for classic and indie films (which all USC students have access to), I’ve bettered my understanding of the language while watching some of the most artistic films ever made. Here’s a tip: if you’re watching a show in a foreign language you’re trying to learn, turn on the subtitles in the foreign language. For me, Spanish and Italian are much easier to understand when I have subtitles on and can read along. If you’re working on your English, try using English subtitles and the dialogue should be easier to understand.

Photo by Tech Daily on Unsplash

Travel needn’t take place abroad as traveling through time may arguably be even more exciting. I was quite young when AMC’s Mad Men and HBO’s The Wire first began airing, and having heard nothing but good things about the shows, I’ve always wanted to watch them. Quarantine provided the time for that. Mad Men is set in 1960s Manhattan. The title is derived from the show’s main focus, which is the advertising industry along Madison Avenue. It’s an excellent period piece, and I enjoyed all seven seasons. It helped pass the time in the early days of lockdown. It also provides fascinating insight into 1960s America and the professional and business world. The show includes important examinations of misogyny and sexism through the story arc of Peggy Olson, one of the main characters and a fan favorite, as well as the social and racial justice movements of the 1960s. It also provides revealing vignettes of American culture. It’s not only an excellent show, with great shots and suave styles, but an interesting look into American history.

Photo by Unseen Histories on Unsplash

The Wire, a Baltimore-based crime drama, is also quite insightful. I just wrapped up the first season and it very deftly handles controversial subjects such as the criminal justice system, drug trade, racial tensions, and corruption. It shows the perspectives of all parties involved, giving the audience the space to receive the information and interpret it on their own. It also has some of the best scene transitions I’ve ever seen, and I eagerly look forward to watching the remaining four seasons. While the show was made in the early and mid-2000s, the topics it covers are still wholly relevant today.

These shows are worth watching, especially if you are an international student that wants to gain a better understanding of American culture, language, and history, just as I learned by watching shows from Mexico and Italy. These shows also help pass the time, because even though schoolwork is a large load on all of our plates, there still isn’t much to do besides staying home, staying safe, and watching shows.

Featured Image by Nicolas J Leclercq on Unsplash

Connor is a junior majoring in History and Italian at the Dornsife College of Letters, Arts, and Sciences. Born and raised in California, in Los Angeles and the SF Bay Area, he has long been interested in experiencing diverse cultures and learning new languages. He is fluent in Spanish and proficient in Italian, drawn to both by his love of history and cuisine. He enjoys adventuring in both the urban and natural landscapes of California, as well as playing and listening to music, and is always happy to recommend the best taco spot to eat at, beach to walk along, or album to listen to. He is a huge sports fan and loves to chat about everything from the Lakers to soccer.

Studying Abroad in Paris

By Autumn Palen

Edited by Natalie Grace Sipula

[3 minute read]

Prior to 2020, during one of my spring semesters at USC as an undergraduate student, I studied abroad in Paris and it was a fully immersive experience. All of my classes were in French, the family I lived with was French, and wouldn’t you know it, quite a lot of people I passed on the streets were keen on speaking French. Those handful of months were wonderful. My teachers were all angels, the city was gorgeous, and although I had a relationship dynamic with my host family akin to Harry Potter’s relationship with the Dursleys, I’d say that overall I enjoyed my experience.

First of all, the city is gorgeous. Ridiculously so. I remember my first night there—awake since 5 am, taking a post-dinner trip to the Louvre, walking from the Louvre to the Eiffel Tower, and stopping mid-journey for wine and cheese. The mix of sleep deprivation, jet-lag, numbness from the cold, and walking nearly all day culminated into the sensation that I was drifting through a dream. I couldn’t have actually been there; it was all too much. I thought there was no way this tiny, ovular, romantic city was going to be my home for the next fifteen weeks.

Wine and cheese from a local cafe in Paris, taken from @autumn.palen on Instagram

But it was my home. Every weekday, I took the metro to class. Although admitting my adoration for the Paris Metro garnered weird looks from actual Parisians (mainly because of the general odor permeating the trains/platforms, as well as the occasional muzak cover of Ne Me Quitte Pas), I held strong that I loved the public transportation system. It was so efficient, arriving every 3 minutes, maybe 6 in the worst-case scenario (I understand that Los Angeles is a much larger, more car-based city, but I couldn’t help but notice how much more efficient the Paris Metro was than the LA one).

Photo of the Paris Metro taken by @autumn.palen on Instagram
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Two Sides of Online Learning: A Dual Perspective as a Student and Teacher

By Minghan Shelley Sun 

Edited by Natalie Grace Sipula

[4 minute read]

During the Covid-19 pandemic, it seems that we spend most of our time switching between screens while taking classes, socializing, or completing  work and internship projects. The digital fatigue we get from constantly looking at screens has eliminated the enjoyment and happiness we are supposed to receive from these activities or events. Because of this, a new question has been raised: How can educators infuse more excitement and motivation into online classes? Currently, I am taking online classes for the second semester in a row at the graduate level. I’m working from China and am also a student-teacher for a class at the USC International Academy. Therefore, I’ve gone through the process of adapting to online learning from both a student’s and a teacher’s perspective, and luckily, I’ve gained some insights and hope to shed some light on this issue for everyone who is also facing this issue.

Perspective as a graduate student

During this past semester (Fall 2020), my online classes seemed to always have group discussions and tasks. Having participated in many Zoom breakout rooms, I became aware of a sense of separation occurring when being grouped with different classmates. One experience I remember in particular is when I was in a breakout room with three classmates I’d never spoken to before. When we first entered the breakout room, no one started the conversation but just stared at their screens. I wondered to myself, ‘What are they doing?  Are they checking the rubric or looking for something?’ Eventually, I couldn’t stand the awkward silence so I broke the ice by saying “Hi, guys. Have you found the work document?” which started our conversation. Although we pretty much finished our assigned task, our discussion was superficial and did not really reach my expectations for that class. I was genuinely disappointed and felt upset about what I felt was a loss in value of that class time.

However, there was another time when I was grouped with a classmate who was talkative and willing to share their ideas, and that experience was totally different. From the beginning, our greetings naturally warmed up our discussion, and some common thoughts that we expressed about the class deepened our conversation and elicited more thinking and sharing. This experience showed me that if all of the members of a breakout room are willing participants, the conversation can be great.

Perspective as a teacher

Recently, I was granted the opportunity to observe as a student-teacher in a class. Student-teachers at the graduate level typically learn to teach by observing the host teacher’s practices and teaching micro lessons in real classrooms. This is what I did at the USC International Academy during Spring 2020 and Fall 2020. Due to the sudden shift to online learning, I’ve noticed a drop in student engagement and motivation in the classes I have assisted, especially compared to the behavior of students that I observed in in-person classes during Spring 2020. In particular, I noticed one odd but common phenomenon in breakout rooms: although the teacher had carefully explained the activity the students were about to perform before going into breakout rooms, the students tended to keep silent when they first entered the room and still needed some time to discuss what the task was about. Even though the teacher had asked if the students had any questions before they joined the breakout room, sometimes they even started the breakout room discussion by asking “What are we supposed to do?”. Even though they performed better in group activities after several weeks of class, communication efficiency distinctly decreased compared to in-person classes.

Photo by Toa Heftiba on Unsplash
Continue reading Two Sides of Online Learning: A Dual Perspective as a Student and Teacher