MLO 1: Language Proficiency
Learning Outcome:
Students are able to communicate effectively in Spanish in three modes: interpersonal, interpretive, and presentational, and in a culturally appropriate manner in a variety of social and professional settings and circumstances at the Advanced Low level of language proficiency, according to ACTFL Guidelines
Students are able to communicate effectively in Spanish in three modes: interpersonal, interpretive, and presentational, and in a culturally appropriate manner in a variety of social and professional settings and circumstances at the Advanced Low level of language proficiency, according to ACTFL Guidelines
MLO Narrative:
The language proficiency major language outcome (MLO) focuses on the development of interpersonal, interpretive, and presentational, effective communication in Spanish that is culturally appropriate in a variety of settings. Throughout most of my major courses, I was able to further develop my speaking and listening skills in a variety of settings, for example, academic and professional. Two of the courses that I felt that best supported me throughout this process were SPAN 301: Composition and Oral Practice (Fall 2019) and SPAN 305: Spanish for the Professions.
In SPAN 301, I was able to practice interpersonal and interpretive communication through the preparation and discussion of our final presentation. For this presentation, we were required to present on a current issue that we thought to be important. As a result, my partner and I put together a presentation about global warming. During this presentation, we practiced interpersonal communication as we came to an agreement on how we were going to divide the work along with what we considered to be most important. Once our presentation was complete, I presented our final presentation to the class, where I was able to practice my presentational communication. For me, the preparation for this class was more than doing the research for the topic, it was also making sure that I was translating information correctly, when required, and ensuring that my pronunciation was correct for the scientific terms that I was not familiar with in Spanish.
I was able to continue developing my language proficiency in SPAN 305, where I learned the appropriate Spanish vocabulary for a variety of professional settings. Throughout the course we participated in class and group discussions where we practiced dialogue common in different settings. For example, during one of the classes, we created a dialogue between a bank teller and their client. After completing the dialogue, we also presented our dialogue to the class. Although there was a lot of room for presentational and interpersonal communication, I felt that I was able to enhance my interpretive communication the most in our final project. Our final project required us to put together a professional portfolio that consists of a curriculum vitae, a mock letter of recommendation, a cover letter, and a mock interview for a desired job. Despite it being a mock interview, I felt that I was able to gain the confidence to practice using Spanish in a professional setting, in addition to using it in a classroom.
Although classes like SPAN 301 and SPAN 305 have given me the opportunity to develop my Spanish speaking skills, I have noticed that, when speaking, I need to be more aware of my audience, in a social and professional setting. For example, when I presented in SPAN 301, one of my classmates suggested that I do not use the word “pobre,” rather I should use a word that has less of a negative connotation, like “más necesitados.”
The language proficiency major language outcome (MLO) focuses on the development of interpersonal, interpretive, and presentational, effective communication in Spanish that is culturally appropriate in a variety of settings. Throughout most of my major courses, I was able to further develop my speaking and listening skills in a variety of settings, for example, academic and professional. Two of the courses that I felt that best supported me throughout this process were SPAN 301: Composition and Oral Practice (Fall 2019) and SPAN 305: Spanish for the Professions.
In SPAN 301, I was able to practice interpersonal and interpretive communication through the preparation and discussion of our final presentation. For this presentation, we were required to present on a current issue that we thought to be important. As a result, my partner and I put together a presentation about global warming. During this presentation, we practiced interpersonal communication as we came to an agreement on how we were going to divide the work along with what we considered to be most important. Once our presentation was complete, I presented our final presentation to the class, where I was able to practice my presentational communication. For me, the preparation for this class was more than doing the research for the topic, it was also making sure that I was translating information correctly, when required, and ensuring that my pronunciation was correct for the scientific terms that I was not familiar with in Spanish.
I was able to continue developing my language proficiency in SPAN 305, where I learned the appropriate Spanish vocabulary for a variety of professional settings. Throughout the course we participated in class and group discussions where we practiced dialogue common in different settings. For example, during one of the classes, we created a dialogue between a bank teller and their client. After completing the dialogue, we also presented our dialogue to the class. Although there was a lot of room for presentational and interpersonal communication, I felt that I was able to enhance my interpretive communication the most in our final project. Our final project required us to put together a professional portfolio that consists of a curriculum vitae, a mock letter of recommendation, a cover letter, and a mock interview for a desired job. Despite it being a mock interview, I felt that I was able to gain the confidence to practice using Spanish in a professional setting, in addition to using it in a classroom.
Although classes like SPAN 301 and SPAN 305 have given me the opportunity to develop my Spanish speaking skills, I have noticed that, when speaking, I need to be more aware of my audience, in a social and professional setting. For example, when I presented in SPAN 301, one of my classmates suggested that I do not use the word “pobre,” rather I should use a word that has less of a negative connotation, like “más necesitados.”
Courses Taken: Relevant Course Work: