MLO 1: LANGUAGE PROFICIENCY
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
SPAN 301-01: Spanish Composition/Oral Practice, SPAN 301s-01: Service Learning, SPAN 303: Advanced Spanish Grammar, Span 325: Hispanic Cinema, SPAN 304: Introduction to Hispanic Literature and WLC 300- Pro-seminar
Many of the courses completed satisfied this Major Learning Outcome. Yet, a few are more in particular given to improve the various aspects of the use of communication, that being in interpersonal, interpretive, and presentational skills. Spanish 301 opened up a vast majority of new vocabulary words to use during formal settings and taught me how to identify errors in grammar; in majority when working with tenses in Spanish. The vocabulary I used before these courses was very limited, but because we explored other academical words or expressions, one of my presentations, served as one of the many approaches to improve the language proficiency. Another great course that reinforced my communication skills, specifically with oral expression, was in Spanish 301s-01, as the course required a thirty-hour service to the Hispanic society, challenging the abilities to converse in order to help when needed and offer assistance to the community within the center you were volunteering in. Additionally, Spanish 303 helped me identify the common errors found in written and oral work, in order to understand how with the right approach an improvement can be seen. One of the assignments was on the errors Spanish speakers have with these two terms: " ser" and "estar". The Importance of this assignment, depended on that with the use of one, you would express a permanent action or thing and the other being temporary. This assignment successfully taught me the way to use which ever form of communication. Spanish 325 effectively built up audio skills, as thorough analysis was performed to a vast list of films, through completions of questions and deceptions for each. The great ability of strictly analyzing and comprehending literature, within Hispanic, Spain and Spanish America societies, was enhanced by the week-to-week readings and language proficiency was enhances as class discussion and online forums were completed. Successfully, Spanish 304, overlaps on the reading skills and interpersonal skills learned in 325, since after the examination of articles and discussion of each, out loud sharing of perspectives and reflections were preformed after each. As far as WLC 300, the personal growth I had was reached as our presenters and specialists in different areas of the Spanish language, opened up internal dialogue to navigate what field of interest we would like to eventually become professionals in. The challenging aspect of this outcome was mainly figuring out how every skill learned, especially in recognizing the grammatical errors commonly seen in Native Spanish speakers, would not vanish as other topics would be learned. However, this was not the case as the skills were transferable to not only other courses, but also my work environment. In fact, all skills gathered after completing all is hard to categorize form which was the most beneficial, because they were all it, yet another way of categorizing them is how some were fully developed and others were not. Along with the skills mentioned that were learned, the identification of grammatical errors is something I still have as a pending area of upgrading, eventually being attainable as more written pieces are composed or reread.