Spanish Concentration

Sara Roca-Ramirez, 2017

What attracted you to this program?

As a first-generation graduate student, looking for the right graduate program felt overwhelming and at times unfeasible. However, I contacted Dr. Lisa Rabin, who was the graduate director at the time, and she promptly replied to my message, arranging a phone conversation. Following our discussion, it became clear to me that this program aligned perfectly with my aspirations. Not only did it eliminate the need for a GRE score, but it also provided graduate students with funding options to assist with graduate tuition, along with a stipend. Further, the program boasted a faculty of supportive and knowledgeable professors who are experts in their respective fields. Overall, the classes created a welcoming environment for all students. 

What are things you especially like about the program?

I appreciate the flexibility of having classes scheduled later in the day. Additionally, I like the extensive range of courses available, particularly those centered around Spanish Literature and film studies, as well as Applied Linguistics. The program’s various concentrations also caught my attention. Initially, I applied for the Spanish concentration, but my academic journey took an interesting turn when I enrolled in courses that delved into Spanish heritage speakers and language policy with Dr. Leeman, and courses related to second and heritage language teaching and pedagogy with Dr. Serafini. These experiences ultimately influenced my decision to stay an additional semester and pursue the Master’s concentration in Spanish Bilingual/Multicultural Education. 

What are your research interests?  

My research interest focuses on the connection between the possible selves of Spanish teachers who self-identify as heritage speakers of Spanish and the critical social factors that influence and shape their perceptions regarding the relationship between language and identity. Most recently, I have been working on a classroom-based project where I investigate the effects and impact of incorporating critical tasks such as Linguistic Landscape to promote social justice, sociolinguistic awareness, and student agency among both heritage and second language learners.  

What are your academic or career goals?  

Currently, I am working on my dissertation proposal. Additionally, I am involved in collaborative efforts with fellow colleagues in the field of Spanish heritage education. Together, we conduct workshops geared at empowering and motivating teachers of heritage learners across a range of educational institutions, including K-12 schools, community-based schools, community colleges and universities. I have also had the opportunity to present at different academic and practitioner conferences where my focus has been on integrating critical tasks into the language classroom. These presentations have centered on fostering social justice and empowering students to exercise their agency and actively participate in their own language learning. 

Do you have any advice for future applicants or students?

Contact former students to inquire about their personal experiences. Establish connections with professors to establish a relationship with them. Most importantly, believe in yourself, do not let your imposter syndrome get the best of you. Be open to receiving and embracing advice from others, valuing the wisdom they can offer.