MLO 1: Language Proficiency
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.
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.
Meza MLO 1
With effort and education acquired at Monterey Peninsula College and with the courses taken at, California State University of the Monterey Bay, I am able to communicate in both languages English and Spanish. I can talk about something that I heard on the radio, television or some topic of personal interest. I have demonstrated I can be understood without difficulty by staff and students by doing my presentations in front of the class where there are 20 sometimes thirty students or more present. Do I get nervous? Absolutely! Do I enjoy going up in front of the class? Only if I have been given a choice for the topic that I am to be present, and in most cases when I have gone up, I have been given a choice. I very much enjoyed going up in front of the class to present my report about Bolivia. My daughter, Krystal Meza, participated in that presentation. She dressed up as one of the natives of Bolivia and wore her hair in braids as the natives of Bolivia do. One of my friends lent me the clothes that had been given to her. I will never forget that presentation. I took two dolls to show the art from Bolivia that some friends had lent me. Spanish for the Professions was one of my favorite classes at CSUMB. I liked the class because we were taught real world skills and it helped me fulfill this major learning outcome 1. We worked on our resume, cover letters, follow-up letters, thank you letters, condolence letters and much more.
If I am able to speak in both languages about any topic that I heard on television, radio or an instructor’s lecture, it means I am able to comprehend. I am able to understand the main ideas of information heard and then communicate those ideas to others in my environment, whether it is school or work.
I am able to read information that is one page in length or that is numerous pages. While taking my Spanish 321, Master Pieces of Hispanic Literature, during the spring of 2012, I had to read stories that were short and stories that were long some of those stories were written in prose and some of them were written in more advanced Spanish vocabulary and I passed that course brilliantly with an excellent grade. It was not an easy class but my grade certainly proves I can read. When I took Spanish for the Professions that was taught by, Professor Rafael Gomez, my first semester at California State University of the Monterey Bay, he exposed us to short stories and had us read business correspondence, and later had us write our own. I believe Spanish 305 and Spanish 321 certainly helped me cover MLO 1.
Although I already knew how to write before taking Spanish 305, Spanish for the Professions, it certainly made me a better writer. We were taught how to write social correspondence as well as business correspondence. Some correspondence was a few sentences in length and other correspondence was a few paragraphs in length. I try not to use circumlocution or in other words, I try not to beat around the bush, or go roundabout when explaining issues as I am doing now with this sentence. As we say in Spanish, “No le des tantas vueltas al asunto dime a que viniste.” / Don’t beat around the bush tell me what you came for. I will provide a few examples of what we did in class. I have explained how, Spanish for the professions and Master Pieces of Hispanic Literature, helped me fulfill MLO 1.
With effort and education acquired at Monterey Peninsula College and with the courses taken at, California State University of the Monterey Bay, I am able to communicate in both languages English and Spanish. I can talk about something that I heard on the radio, television or some topic of personal interest. I have demonstrated I can be understood without difficulty by staff and students by doing my presentations in front of the class where there are 20 sometimes thirty students or more present. Do I get nervous? Absolutely! Do I enjoy going up in front of the class? Only if I have been given a choice for the topic that I am to be present, and in most cases when I have gone up, I have been given a choice. I very much enjoyed going up in front of the class to present my report about Bolivia. My daughter, Krystal Meza, participated in that presentation. She dressed up as one of the natives of Bolivia and wore her hair in braids as the natives of Bolivia do. One of my friends lent me the clothes that had been given to her. I will never forget that presentation. I took two dolls to show the art from Bolivia that some friends had lent me. Spanish for the Professions was one of my favorite classes at CSUMB. I liked the class because we were taught real world skills and it helped me fulfill this major learning outcome 1. We worked on our resume, cover letters, follow-up letters, thank you letters, condolence letters and much more.
If I am able to speak in both languages about any topic that I heard on television, radio or an instructor’s lecture, it means I am able to comprehend. I am able to understand the main ideas of information heard and then communicate those ideas to others in my environment, whether it is school or work.
I am able to read information that is one page in length or that is numerous pages. While taking my Spanish 321, Master Pieces of Hispanic Literature, during the spring of 2012, I had to read stories that were short and stories that were long some of those stories were written in prose and some of them were written in more advanced Spanish vocabulary and I passed that course brilliantly with an excellent grade. It was not an easy class but my grade certainly proves I can read. When I took Spanish for the Professions that was taught by, Professor Rafael Gomez, my first semester at California State University of the Monterey Bay, he exposed us to short stories and had us read business correspondence, and later had us write our own. I believe Spanish 305 and Spanish 321 certainly helped me cover MLO 1.
Although I already knew how to write before taking Spanish 305, Spanish for the Professions, it certainly made me a better writer. We were taught how to write social correspondence as well as business correspondence. Some correspondence was a few sentences in length and other correspondence was a few paragraphs in length. I try not to use circumlocution or in other words, I try not to beat around the bush, or go roundabout when explaining issues as I am doing now with this sentence. As we say in Spanish, “No le des tantas vueltas al asunto dime a que viniste.” / Don’t beat around the bush tell me what you came for. I will provide a few examples of what we did in class. I have explained how, Spanish for the professions and Master Pieces of Hispanic Literature, helped me fulfill MLO 1.