MLO 1:
Language Proficiency
The student sustains performance in speaking, listening, reading and writing at the Advanced level of language proficiency, as outlined by the American Council on the Teaching of Foreign Languages (ACTFL):
● 1.1 Speaking ability: The student is able to satisfy the requirements of everyday situations and routine school and work requirements. Can communicate facts and talk casually about topics of current public and personal interest, using general vocabulary. The student can be understood without difficulty by native speakers.
● 1.2 Listening ability: The student is able to understand main ideas and most details of connected discourse on a variety of topics beyond the immediacy of the situation. Comprehension may be uneven due to a variety of linguistic factors and topics.
● 1.3 Reading ability: The student is able to read prose selections of several paragraphs in length, particularly if printed clearly and if prose is in familiar sentence patterns. Reader understands the main ideas and facts but may miss some details. At this level the student can read such texts as descriptions, narratives, short stories, news items and routine personal and business correspondence.
● 1.4 Writing ability: The student is able to write routine social correspondence and join sentences in simple discourse of at least several paragraphs in length on familiar topics, and is able to express him/herself simply with some circumlocution. Good control of the most frequently used syntactic structures, but makes frequent errors in producing complex sentences. Writing is understandable to natives not used to the writing of non-natives.
● 1.1 Speaking ability: The student is able to satisfy the requirements of everyday situations and routine school and work requirements. Can communicate facts and talk casually about topics of current public and personal interest, using general vocabulary. The student can be understood without difficulty by native speakers.
● 1.2 Listening ability: The student is able to understand main ideas and most details of connected discourse on a variety of topics beyond the immediacy of the situation. Comprehension may be uneven due to a variety of linguistic factors and topics.
● 1.3 Reading ability: The student is able to read prose selections of several paragraphs in length, particularly if printed clearly and if prose is in familiar sentence patterns. Reader understands the main ideas and facts but may miss some details. At this level the student can read such texts as descriptions, narratives, short stories, news items and routine personal and business correspondence.
● 1.4 Writing ability: The student is able to write routine social correspondence and join sentences in simple discourse of at least several paragraphs in length on familiar topics, and is able to express him/herself simply with some circumlocution. Good control of the most frequently used syntactic structures, but makes frequent errors in producing complex sentences. Writing is understandable to natives not used to the writing of non-natives.
Reflective Narrative
Major Learning Outcome 1: Language Proficiency, focuses on the students proficiency in speaking, listening, and writing at an Advanced level of the Spanish Language, as it has been outlined by the American Council on the Teaching of Foreign Languages. In order to meet all of the outcomes that fall into this MLO category, I was expected to enroll in a couple of courses that will attest my proficiency of the language in the categories mentioned above. Two of the courses that helped me meet this requirements were Span 301S (Composition and Oral Practice Service Learning) and WLC 400 (Major Capstone. Through both of these courses I was projected to speak, listen, and write in the Spanish Language with great accuracy. Span 301S and the community service that was tied to the course gave the opportunity to interact directly with the Latino community of the area, in which of course I was to fluently practice my Spanish in all sectors; I communicated with the people that I served in Spanish, both orally and through writing. I also kept a journal through the entire semester were I would annotate my experiences in a weekly basis. At the end of the semester, I reunited my journals and come up with a reflection upon my service. I was also assessed in class through an oral and visual presentation of my experiences. WLC 400 on its side, served as a course where I will bring together all the knowledge I had gain through my Upper Division path of all my Spanish work. It is in this course I were I began to carve my Capstone project; a project which in itself would lead me to a final evaluation of my speaking, listening, and writing proficiency of the Spanish language. My research paper brings in an intense amount of writing my ability to convey in a written format my findings and analysis. It is also tied to a final presentation which adequately evaluated by the faculty of World Language and Cultures in order to determine my qualification for an adequate and Advanced level of the Spanish language in all the categories (speaking, reading, and writing). In order to give evidence of my fulfillment of MLO 1, I will include pieces of work from both courses. I will have my reflection as well as the compilation of my journals for the service learning course. As for WLC 400, I have created a link that will direct to the Capstone section of the webpage. On this section, one can final product of the course, including my research paper and the Power Point presentation used for my oral assessment of the language.