MLO 1: Language Proficiency
MLO 1 LANGUAGE PROFICIENCYThe 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 classes that have helped me with this MLO are Span 302, Span 322, Span 301, Span 301S, Span 304, and Span 310. All of these classes have helped me develop both speaking and listening skills, as they were all taught in Spanish. Span 301S was taught in English, however, I conversed in Spanish almost exclusively while I was doing my service learning for the class. My reading and writing abilities were improved by taking these classes as well. I feel that my speaking and listening skills are probably a little stronger than my reading and writing skills. I am able to comprehend most of what I read, and I can comfortably think and then write in Spanish. The problem is, I think and speak in a way that is not always grammatically or linguistically correct, and this is transferred into my writings. Thus, I am able to comfortably write in Spanish, but it is certainly not polished. I have vast room for improvement in all four phases of language proficiency, to be sure. Speaking wise I am very comfortable, but again, it may sound a little rough around the edges. I feel that my speaking and listening abilities have not greatly improved since coming to CSUMB, but my reading and writing abilities definitely have. My speaking and listening abilities, though not perfect, were learned before attending the university, through life experiences. My reading and writing abilities, on the other hand, were never really learned nor practiced.
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 classes that have helped me with this MLO are Span 302, Span 322, Span 301, Span 301S, Span 304, and Span 310. All of these classes have helped me develop both speaking and listening skills, as they were all taught in Spanish. Span 301S was taught in English, however, I conversed in Spanish almost exclusively while I was doing my service learning for the class. My reading and writing abilities were improved by taking these classes as well. I feel that my speaking and listening skills are probably a little stronger than my reading and writing skills. I am able to comprehend most of what I read, and I can comfortably think and then write in Spanish. The problem is, I think and speak in a way that is not always grammatically or linguistically correct, and this is transferred into my writings. Thus, I am able to comfortably write in Spanish, but it is certainly not polished. I have vast room for improvement in all four phases of language proficiency, to be sure. Speaking wise I am very comfortable, but again, it may sound a little rough around the edges. I feel that my speaking and listening abilities have not greatly improved since coming to CSUMB, but my reading and writing abilities definitely have. My speaking and listening abilities, though not perfect, were learned before attending the university, through life experiences. My reading and writing abilities, on the other hand, were never really learned nor practiced.