Language Proficiency: Interpersonal, Interpretive, and Presentational-CAEP Principle B: Content

Candidates in foreign language teacher preparation programs possess a high level of proficiency in the target languages they will teach. They are able to communicate effectively in interpersonal, interpretive, and presentational contexts. Candidates speak in the interpersonal mode at a minimum level of "Advanced Low" (French, German, Hebrew, Italian, Portuguese, Russian, and Spanish) or "Intermediate High" (Arabic, Chinese, Japanese, and Korean) on the ACTFL Oral Proficiency Interview (OPI). For international programs, where candidates’ first language is not English and where candidates are preparing to teach English as a Foreign Language, candidates speak at the proficiency level equivalent to the categories above. Ex. Candidates whose first language is Spanish speak English at “Advanced Low”; candidates whose first language is Arabic speak English at “Intermediate High”. Candidates comprehend and interpret oral, printed, and video texts by identifying the main idea(s) and supporting details, inferring and interpreting the author's intent and cultural perspectives, and offering a personal interpretation of the text. Candidates present information, concepts, and ideas to an audience of listeners or readers with language proficiency characteristic of a minimum level of "Advanced Low" or "Intermediate High" according to the target language, as described above (ACTFL & CAEP 3).

CAEP Principle B. Content:

● Content Knowledge. The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

● Application of Content. The candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues (CAEP 18).

Educational and Professional Experience with the Spanish Language

I am able to communicate successfully the three modes of communication — interpersonal, interpretive, and presentational — in Spanish. I have native level of proficiency in Spanish because it is my first language. I am from Spain, I have lived in different Latino American Countries during my childhood and adolescence, and my parents are from Spain and Equator.

For interpersonal speaking, I have the ability to conduct my classes in Spanish, and I have the fluency and spontaneity to respond to student questions, provide explanations, and negotiate meaning on cultural and interdisciplinary Spanish content. For interpretative speaking, I can comprehend and interpret oral messages (e.g., face-to-face and telephone conversation, news broadcasts, narratives and descriptions in various time frames, speeches, and debates) and written messages (e.g., realia, correspondence, newspaper and magazine articles, narratives and descriptions, and literary selections representing various genres). I am able to identify the main idea(s) and supporting details of the message; infer meaning of unfamiliar words in new contexts; infer and interpret the author’s intent; identify the author’s perspectives and cultural perspectives; and offer a personal interpretation of the message I heard (ACTFL & CAEP 4).

For presentational speaking, I am able to present information, concepts, and ideas orally. I am able to deliver oral presentations and connect a discourse that incorporates various time frames, vocabulary specific to the context of the presentation, and extralinguistic support as necessary to make the message clear to the students (e.g., visuals) (ACTFL & CAEP 4).

For interpersonal and presentational writing, I am able to write both spontaneous and reflective writing (ACTFL & CAEP 4).

ma tesis.pdf

Master Thesis in Spanish titled: La violencia terrorista en la narrativa vasca del siglo XXI.

In 2016, I graduated with a M.A. in Hispanic Studies from the Dept. of Modern Languages & Literatures, at the University of Nebraska-Lincoln.

tfg.pdf

B. A. Thesis in Spanish titled: El ‘realismo trágico’ en Los peces de la amargura. Estrategias posmodernas en la narrativa de Fernando Aramburu.

In 2014, I graduated (Honors Program) with a B. A. in Modern Languages from the University of Deusto-Bilbao, Spain with a Minor in Hispanic Studies and Literatures.

In my family, all speak Spanish

Spanish Conversation Class at UNL

UNL-Study Abroad Program in Bilbao, Spain

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