MLO 1: Major Language Proficiency
Outcomes for MLO 1:
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.
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.
Courses taken to support this MLO:
Preparatory Spanish, Advanced Spanish, Superior Spanish(Equivalent to Spanish 301: Spanish Composition and Oral Practice)
WLC 400: World Languages and Cultures Capstone
Preparatory Spanish, Advanced Spanish, Superior Spanish(Equivalent to Spanish 301: Spanish Composition and Oral Practice)
WLC 400: World Languages and Cultures Capstone
MLO Reflective Narrative:
To fulfill this MLO, I took three courses over the course of one year, while I was studying abroad, to better my Spanish and practice my speaking abilities. I was able to accomplish this through group work, essays and debates. I think I was really able to grasp the understanding of the Spanish language and excel in being bilingual because of these classes and the fact that I was studying abroad. Being in a Spanish-speaking country allowed me to put to use the things I had learned in this class when talking with native Spanish-speakers.
One thing I have always had a difficult time with in the Spanish language is understanding the different tenses that can be used and how to use them. In my Superior Spanish class, we were given the opportunity to go over all and any tenses that confused us and ask questions until it made sense. We were also provided with examples to help make the content easier. I found it much easier to put these different tenses to practice while I was studying abroad because I couldn't simply change to English to express myself; instead I had to try extra hard to apply myself and really express myself in another language. Had I not studied abroad and been put into a culture that only speaks Spanish, I think I would have had a much harder time learning the tenses of Spanish.
Overall, I can say that Language Proficiency has been achieved in all my classes because in each class we have discussed different themes of the Latino cultural and I am constantly learning new words as I continue onward with my Spanish Major.
Besides the course mentioned above, I think my best work can be seen in my Capstone, where I not only had to write in Spanish, but also present in Spanish and put together all the years of work I have done.
Attached below is a short paper I wrote in my Preparatory Spanish Class. I chose those piece of work to demonstrate my learning through this MLO because it shows where I started at the beginning of my Spanish Major to where I am now.
To fulfill this MLO, I took three courses over the course of one year, while I was studying abroad, to better my Spanish and practice my speaking abilities. I was able to accomplish this through group work, essays and debates. I think I was really able to grasp the understanding of the Spanish language and excel in being bilingual because of these classes and the fact that I was studying abroad. Being in a Spanish-speaking country allowed me to put to use the things I had learned in this class when talking with native Spanish-speakers.
One thing I have always had a difficult time with in the Spanish language is understanding the different tenses that can be used and how to use them. In my Superior Spanish class, we were given the opportunity to go over all and any tenses that confused us and ask questions until it made sense. We were also provided with examples to help make the content easier. I found it much easier to put these different tenses to practice while I was studying abroad because I couldn't simply change to English to express myself; instead I had to try extra hard to apply myself and really express myself in another language. Had I not studied abroad and been put into a culture that only speaks Spanish, I think I would have had a much harder time learning the tenses of Spanish.
Overall, I can say that Language Proficiency has been achieved in all my classes because in each class we have discussed different themes of the Latino cultural and I am constantly learning new words as I continue onward with my Spanish Major.
Besides the course mentioned above, I think my best work can be seen in my Capstone, where I not only had to write in Spanish, but also present in Spanish and put together all the years of work I have done.
Attached below is a short paper I wrote in my Preparatory Spanish Class. I chose those piece of work to demonstrate my learning through this MLO because it shows where I started at the beginning of my Spanish Major to where I am now.
chegueravara.docx | |
File Size: | 17 kb |
File Type: | docx |