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
Personal Definition:
According to ACTFL Guidelines, students are expected to effectively communicate in Spanish in three contexts: interpersonal, interpretive, and presentational, and in a culturally appropriate manner in a range of social and professional settings and circumstances.
Reflective Narrative:
As part of the fulfillment of MLO 1: Language Proficiency, according to ACTFL Guidelines, students are expected to effectively communicate in Spanish in three contexts: interpersonal, interpretive, and presentational, and in a culturally appropriate manner in a range of social and professional settings and circumstances. The courses that I participated in that fulfill MLO 1 are Span 316 Cultures and Civilizations of Spain, Span 301 Composition/Oral Practice, and Span 304 Intro to Hispanic Literature. In Span 316 I was able to strengthen many of my communication skills, but especially my interpretive skills. As part of this work, I analyzed the art of Diego Velazquez Las meninas as well as Francisco de Goya’s La familia de Carlos IV. This assignment specifically prompted me to critically think about these two art pieces and the similarities between them. I found, that both artists painted in a very realistic manner, as well as both artists included a self-portrait of themselves in the pieces. In addition, in Span 301 I was able to strengthen my presentational skills by conducting research on the Muxes of Oaxaca, who believe being a Muxe is a third gender. Through this assignment, I communicated with my peers in a group project, and also practiced my presentation skills by being prepared and confidently presenting. Lastly, I also strengthened my interpersonal skills by working with my peers on a group project that focused on analyzing the poetry of Gabriela Mistral during postmodern times in the middle of the 20th century. This project taught me a lot about working in groups because we coordinated who would work on which sections, and we also recorded this presentation over Zoom. We all had to maintain active communication to be able to complete it.
I selected these three assignments because I feel that they are strong representations of the work and the skills that I strengthened as part of this MLO. These assignments specifically illustrate how I met the MLO because, through them as well as the work in my courses more generally, I was able to effectively communicate in Spanish in the contexts of interpersonal, interpretive, and presentational skills. Some challenges that remain as I continue to develop in this area are my continued journey to deepen my understanding of poetry. In Span 304 we learned how to interpret poetry in a group context, which made it much easier to understand. If I were to look at poetry today and attempt to classify the figures of speech, I would have to review the terms we learned in class.
Evidence:
Velazquez and Goya Comparison
Muxes of Oaxaca Final Presentation
Gabriela Mistral Poetry Final Presentation
According to ACTFL Guidelines, students are expected to effectively communicate in Spanish in three contexts: interpersonal, interpretive, and presentational, and in a culturally appropriate manner in a range of social and professional settings and circumstances.
Reflective Narrative:
As part of the fulfillment of MLO 1: Language Proficiency, according to ACTFL Guidelines, students are expected to effectively communicate in Spanish in three contexts: interpersonal, interpretive, and presentational, and in a culturally appropriate manner in a range of social and professional settings and circumstances. The courses that I participated in that fulfill MLO 1 are Span 316 Cultures and Civilizations of Spain, Span 301 Composition/Oral Practice, and Span 304 Intro to Hispanic Literature. In Span 316 I was able to strengthen many of my communication skills, but especially my interpretive skills. As part of this work, I analyzed the art of Diego Velazquez Las meninas as well as Francisco de Goya’s La familia de Carlos IV. This assignment specifically prompted me to critically think about these two art pieces and the similarities between them. I found, that both artists painted in a very realistic manner, as well as both artists included a self-portrait of themselves in the pieces. In addition, in Span 301 I was able to strengthen my presentational skills by conducting research on the Muxes of Oaxaca, who believe being a Muxe is a third gender. Through this assignment, I communicated with my peers in a group project, and also practiced my presentation skills by being prepared and confidently presenting. Lastly, I also strengthened my interpersonal skills by working with my peers on a group project that focused on analyzing the poetry of Gabriela Mistral during postmodern times in the middle of the 20th century. This project taught me a lot about working in groups because we coordinated who would work on which sections, and we also recorded this presentation over Zoom. We all had to maintain active communication to be able to complete it.
I selected these three assignments because I feel that they are strong representations of the work and the skills that I strengthened as part of this MLO. These assignments specifically illustrate how I met the MLO because, through them as well as the work in my courses more generally, I was able to effectively communicate in Spanish in the contexts of interpersonal, interpretive, and presentational skills. Some challenges that remain as I continue to develop in this area are my continued journey to deepen my understanding of poetry. In Span 304 we learned how to interpret poetry in a group context, which made it much easier to understand. If I were to look at poetry today and attempt to classify the figures of speech, I would have to review the terms we learned in class.
Evidence:
Velazquez and Goya Comparison
Muxes of Oaxaca Final Presentation
Gabriela Mistral Poetry Final Presentation
The following courses satisfy this MLO: