Description:
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 nonnatives.
Note: Final Language Proficiency is demonstrated in WLC 400: WLC Major Capstone
Course(s) which fulfill MLO 1:
WLC 400: Major Capstone, SPAN 301, SPAN 301S, SPAN 313, SPAN 315, SPAN 395IP (SLL 103), SPAN 395IP (SLL 105A), SPAN 395IP (SLL 102), SPAN 495IP (SLL 170).
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 nonnatives.
Note: Final Language Proficiency is demonstrated in WLC 400: WLC Major Capstone
Course(s) which fulfill MLO 1:
WLC 400: Major Capstone, SPAN 301, SPAN 301S, SPAN 313, SPAN 315, SPAN 395IP (SLL 103), SPAN 395IP (SLL 105A), SPAN 395IP (SLL 102), SPAN 495IP (SLL 170).
MLO 1 Reflective Narrative:
Most of my classes that I have taken that go towards the completion of my degree have either had one or all of the components on of this MLO. In most of them, everything was in the target language. I think the class that helped me establish a foundation for the rest of the classes was SPAN 301. In that class, we had to talk, listen, read and write in Spanish. It gave a solid foundation for writing, which is one of the main abilities that I struggled with, but over the course of four years and practicing my writing skills in these classes, it has gotten stronger.
This MLO is crucial to anyone with a language major because it is assumed that by the end, you will be fluent in all the aspects mentioned above. However, it is good to acknowledge what progress there is to be made and how to better it. Even though I am a native speaker, I had to actively work on my reading and writing skills until they were up to upper level standards. The classes that I took abroad helped with that because it made sure that what I turned in and wrote was not directly translated from English to Spanish. When someone does that, it is noticeable because they form their sentences the right way and use words that have been anglicized. That was the ultimate way to see if a native speaker and reader could tell what you were saying without any complications.
Most of my classes that I have taken that go towards the completion of my degree have either had one or all of the components on of this MLO. In most of them, everything was in the target language. I think the class that helped me establish a foundation for the rest of the classes was SPAN 301. In that class, we had to talk, listen, read and write in Spanish. It gave a solid foundation for writing, which is one of the main abilities that I struggled with, but over the course of four years and practicing my writing skills in these classes, it has gotten stronger.
This MLO is crucial to anyone with a language major because it is assumed that by the end, you will be fluent in all the aspects mentioned above. However, it is good to acknowledge what progress there is to be made and how to better it. Even though I am a native speaker, I had to actively work on my reading and writing skills until they were up to upper level standards. The classes that I took abroad helped with that because it made sure that what I turned in and wrote was not directly translated from English to Spanish. When someone does that, it is noticeable because they form their sentences the right way and use words that have been anglicized. That was the ultimate way to see if a native speaker and reader could tell what you were saying without any complications.