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.
Note: Final Language Proficiency is demonstrated in WLC 400: WLC Major Capstone
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.
Note: Final Language Proficiency is demonstrated in WLC 400: WLC Major Capstone
Courses taken to satisfy this learning outcome:
SPAN 301: Composition/Oral practice- This course fulfilled from 1.1-1.4. A big part of this class is oral participation(1.1). Every time that i attended class, I was able to practice my speaking skills in Spanish because the teacher created an environment where all the students were able to do so. In addition, at the end of the semester, I was required to make an oral presentation to my classmates in a topic of my interest. Listening skills (1.2) was a big part of the class because the teacher would conduct the lecture in Spanish and I had to listen carefully to be able to keep up with the class. Since this was a composition and oral practice class, the teacher assigned short readings so that we had a topic in common to be able to carry on group discussions. To add, the class was focus on learning different types of narratives ( 1.4), including informative narrative, expository, and persuasive narrative.
SPAN 304: Introduction to Hispanic Literature- This class fulfilled 1.3 and 1.4. During the course of this class, I was able to learn about Hispanic authors and their works. The teacher focuses in narrative, poetry , and an introduction to theater. I was able to practice my reading skills as well as my writing skills. We read multiple authors like, Juan Rulfo, Rosario Castellanos, and more. After doing the readings, I was asked to write an analysis of the readings in Spanish. This helped me t o shape my writing skills as well as to develop academic vocabulary in the target language.
SPAN 301: Composition/Oral practice- This course fulfilled from 1.1-1.4. A big part of this class is oral participation(1.1). Every time that i attended class, I was able to practice my speaking skills in Spanish because the teacher created an environment where all the students were able to do so. In addition, at the end of the semester, I was required to make an oral presentation to my classmates in a topic of my interest. Listening skills (1.2) was a big part of the class because the teacher would conduct the lecture in Spanish and I had to listen carefully to be able to keep up with the class. Since this was a composition and oral practice class, the teacher assigned short readings so that we had a topic in common to be able to carry on group discussions. To add, the class was focus on learning different types of narratives ( 1.4), including informative narrative, expository, and persuasive narrative.
SPAN 304: Introduction to Hispanic Literature- This class fulfilled 1.3 and 1.4. During the course of this class, I was able to learn about Hispanic authors and their works. The teacher focuses in narrative, poetry , and an introduction to theater. I was able to practice my reading skills as well as my writing skills. We read multiple authors like, Juan Rulfo, Rosario Castellanos, and more. After doing the readings, I was asked to write an analysis of the readings in Spanish. This helped me t o shape my writing skills as well as to develop academic vocabulary in the target language.