Intercultural Psychology: Learning Spanish Language and Culture

This paper examines the recent study of the Spanish language concerning intercultural psychology. It discusses the concepts, action, and reflection of learning the language and its impact on cultural sensitivity and communication.

Running Head: Intercultural Psychology 1
Intercultural Psychology
Student’s Name
Institutional Affiliation

Intercultural Psychology 2
Intercultural Psychology
Concepts
The language started in the Castile region, popularly known as Spain, and is the world's
second most spoken language. The Spanish language comprises of several dialects, such as the
Latin, Arabic, and Greek. Over time, the style evolved to incorporate words, phrases, and
grammar from different dialects it contacted. For instance, words such as molt, flamma, and
pleno originate from the French language. Also, the Spanish phonemic system borrows the
English phonemes a, e, i, o and u. However, the middle vowels e and o change to je and we in
some cases. This paper examines my recent study of the Spanish language concerning
intercultural psychology.
Rodriguez & Murphy (2010) suggests that the language can be difficult for some learners
because they must roll their tongue to create the thrilling sound - which is an essential aspect of
speaking Spanish. Notably, learning a new language is beneficial to persons seeking education,
job opportunities, cultural exploration or even leisure in foreign countries. The Spanish language
features from native speakers, educational podcasts, learning institutions, or even online
websites. For course purposes, the writing is divided into various subjects teaching simple verbs,
phrases, vocabulary and grammar.
Action
Notably, I learnt the language from a friend. The one-hour session detailed the basics of
speaking, reading and writing Spanish words. In this case, the friend introduced words and
phrases such as hola, adios, si, por favor, gracias and Espanol among others. Therefore, my
understanding of the Spanish culture improved - this improved my wordiness and cultural

Intercultural Psychology 3
sensitivity. Other phrases learned include; "What is your name"; "I am a student"; and "How are
you doing."
"What is your name" it translates to "¿Cómo te llamas?" in Spanish, and is basically a
formal request to an individual's name. However, the phrase "I am a student" translates to "soy
Estudiante en" which means the speaker is studying at school, college or university institutions.
In Spanish, "How are you doing" is "Como Estas"; and is a question whose reply is "Fine,
thanks!" in English. From the lesson, I learned the speaking, application, and meaning of the
dialect's necessary words, and phrases. However, the singularity and complexity of conceptual
frameworks relating to the language created challenges in reading and speaking the language.
For me, the writing practice was challenging – this is because I am not a naturally adept writer.
Reflection
Today, I can negotiate with a Spanish-speaker without many difficulties, and read a
Spanish article. However, the pronunciation is poorly developed with the meaning of complex
words still unclear. Oh & Au (2008) suggests that the learning a language from a friend is
inefficient with some essential tricks and tools poorly mastered. Personally, I think that the
concept creates a better understanding of the Spanish culture; and allows easier communication
with peers. According to (Toppelberg, 2011) an increasing number of employers prefer
individuals with a “rich’ resume and can speak a variety of languages. In this case, learning the
second language (Spanish) enhances creativity and allows better communication with co-workers
and employees.
References

Intercultural Psychology 4
Au, J. O. (2008). Learning Spanish as a Heritage Language: The Role of Sociocultural
Background Variables. Language, Culture, and Curriculum, 18 (3), 229-241.
Murphy, M. R. (2010). The Language Learning Beliefs of Self-identified, Successful Learners of
Spanish as a Foreign Language. Canadian and International Education, 39 (2), 76-86.
Toppelberg, C. (2011). Promoter el Bilingüismo: American Children Should Learn Spanish, and
so Should American Child Psychiatrists. PMC, 963–965.