MODERN LANGUAGES

In our ever-shrinking world and increasingly diverse country, the ability to communicate effectively in a minimum of two languages is essential to responsible global citizenship. The cultural lessons presented at all levels facilitate the development of cross-cultural skills. The use of technology encourages authentic interaction in and out of the classroom experience and provides an increasing independence for student learning.

Ultimately, our goal for our language students is to create opportunities for true leadership and responsibility, both personal and global.

Up through 2020, we encouraged and facilitated participation in travel to other countries and study-abroad programs. With international travel restrictions currently in place, we support and foster communication virtually with students and programs in other countries.

>>MIDDLE SCHOOL

All Middle School students must choose a modern language or Latin to study, and they are placed in a level based on their background and language mastery. Placement tests are available to new Form 1 and Form 2 students who have taken the language as a core academic course at their previous school to determine if they place out of the A level course.

Spanish A

Spanish A is an introductory course that assumes limited experience with the Spanish language. During the year, students will simultaneously develop speaking, reading, and listening skills that will allow them to express ideas accurately and confidently. They will use their new vocabulary and grammar to create authentic skits and dialogues similar to situations they would experience were they to travel to a Hispanic country. Students will be able to greet others, express personal preferences, discuss what they are studying in school, talk about sports, and describe their family and their relationships. They will also learn to recognize and manipulate various grammatical structures, including regular verb conjugations in the present tense, expressing negation, articles, adjective agreement, forming questions and basic sentence structures. In addition, through the use of authentic materials, students will be introduced to Hispanic culture throughout the world, and they will use technology, both in the classroom and at home, for an engaging and interactive experience.

Spanish B

Spanish B is the second course in the Spanish sequence. Students continue to develop their speaking, writing, listening, and reading skills in an immersion environment. They hone their ability to express themselves in increasingly detailed sentences, with special emphasis on communicating clearly in conversation and in writing. As students learn to talk about their world, they make connections with the world around them. They are challenged to apply new skills in meaningful scenarios, and learning is student-centered. Examples of essential questions for this level include: "How do I communicate about my family, my school life, and my community? What connections might I make to the lived experiences of others by sharing about my own experiences?” Students use technology

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to collaborate, demonstrate their understanding, and receive feedback. Authentic resources such as articles and songs are included. By the end of the year, students will be able to describe themselves and others, ask questions, describe actions in the present, and narrate actions from the past.

Spanish C

In Spanish C, students solidify their language foundation in preparation for Upper School Spanish. Spanish C students receive a comprehensive review and build on the material introduced in both Spanish A and B, along with any supplemental grammatical structures as needed. Additionally, students are expected to internalize common vocabulary and grammar patterns in order to advance their listening, speaking, reading, and writing skills. Over the course of the year, students will transition from planned skits and presentations to more open and spontaneous conversation in the target language. Students use the target language to engage in various tasks such as describing one’s academic interests and schedule, inviting a friend to a party over the phone, and ordering food at a restaurant. Through exposure to varied and culturally authentic materials, students develop the important trait of cultural competency. Blogs, discussion boards, videos, and other technology allow students to extend their use of the language beyond the classroom.

Chinese A

Chinese A students begin their study of Mandarin Chinese by learning to differentiate and accurately pronounce pinyin and tones in order to develop a solid speaking foundation. Their knowledge of pronunciation allows them to transition into the study of simplified characters, where the basic components and stroke order are introduced. With these fundamental skills of pronunciation and characters in place, students will be able to develop listening, speaking, reading and writing skills necessary to express ideas and preferences with accuracy and confidence. They will use basic vocabulary and grammar patterns that allow them to identify and describe a range of topics including greetings, family members, classroom items, favorite fruits, hobbies and time. By the end of the year, students are able to communicate their thoughts and opinions in full sentences both orally and in written form. In addition to building elementary language skills, students will be introduced to Chinese culture through technology and hands-on activities.

Chinese B

During their second year of Chinese language study, students build upon the foundational skills from Chinese A that allow them to communicate more effectively and articulately. Lesson topics include colors, clothing, sports, weather, seasons, transportation, directions, shopping, along with describing one’s daily and weekly routine; each topic builds on the preceding one. Students learn more specific vocabulary and more complicated grammar structures in order to develop paragraph writing skills. Students are also able to express themselves in a more authentic way verbally and give brief presentations in Chinese. There is a transition from talking about oneself to communication with others. By the end of the year, students are able to use the target language to exchange ideas and opinions with their peers through interactive games and skits as well as write short essays. Discussions of modern culture are woven throughout the course.

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During the final year of the Middle School Chinese curriculum, students solidify their language foundation in preparation for Upper School Chinese. Chinese C students review material introduced in both Chinese A and B, while learning new words and sentence structures to advance their listening, speaking, reading and writing skills. Students are expected to internalize common vocabulary and grammar patterns in order to transition from planned skits and presentations to communicating more freely and spontaneously in the target language. Students use the target language to engage in various thought-provoking tasks such as describing one’s academic interests and schedule, discussing career preferences and future plans, giving a tour of one’s dream house, inviting a friend to a party over the phone, giving a detailed presentation on one’s community, and ordering food at an authentic Chinese restaurant. The goal of the course is for students to become more efficient, authentic and confident writers and speakers of the Chinese language. Students also research Chinese traditions and foods to deepen their cultural awareness and understanding.

French A

French A is an introductory course that assumes limited or no experience with the French language. Students will develop speaking, reading, writing and listening skills that will allow them to express ideas accurately and confidently. They will use their new vocabulary and grammar to create authentic skits and dialogues similar to situations they would experience were they to travel to a francophone country. Students will be able to greet others, express personal preferences, discuss what they are studying in school, and talk about their families. They will also learn to recognize and manipulate various grammatical structures, including regular verb conjugations in the present tense, expressing negation, articles, adjective agreement, forming questions, and basic sentence structures. In addition, students will be introduced to francophone culture throughout the world, and they will use technology, both in the classroom and at home, for an engaging and interactive experience.

French B

French B is the second course in the French sequence. After revisiting the topics presented in French A, students will learn to talk about places in a town, manipulate food and restaurant vocabulary, and discuss sports, hobbies, weather, and clothing. Students will use their more advanced speaking skills to participate in simulation activities, such as a meal in a restaurant or a surprise party. In addition, the course will include a greater number of authentic materials—videos of television programs and movies produced in francophone countries—about which students will share their understanding and opinions using such tools as Flipgrid. Throughout the year, students will use new vocabulary and grammatical structures to create longer and more complex pieces of writing. They will learn how to use regular and irregular -IR verbs in the present tense and will begin their study of the past tense with the formation and usage of the passé composé. Students will continue to develop their communication skills in the four core areas: reading, writing, speaking, and listening. Various technology tools will be used to enhance each student’s experience including Google Classroom and Pear Deck.

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French C is the culmination of students' middle school study of French. Their oral language skills have reached the level where student-to-student, authentic communication is possible. Students begin to build more complex and detailed sentences and compositions, allowing them to find their voices and express their personalities in the target language. By the end of the year they will be able to differentiate between the simple past and imperfect verb tenses. Various vocabulary topics are discussed through the medium of current francophone films and popular English films in translation. Students develop their writing skills through the creation of self-directed, creative projects like creating a vacation scrapbook. Developing students' cultural competency is a primary goal of this course; this is achieved through comparing and contrasting their own culture with those of various francophone countries, in addition to analyzing various authentic materials such as films, images and news footage. FlipGrid technology allows students to extend their use of the language beyond the classroom, and various tools will be used to enhance each student’s experience including Google Classroom and Pear Deck. >>UPPER SCHOOL

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Studying a language is more than just a matter of grammar. The excitement of any language is learning how to speak, but of course a command of grammar and vocabulary have much to do with the ability to communicate on diverse topics: the cuisine, the geography, the customs and the humor of another culture. Along with the language, students also are introduced to cultural and geographical aspects of Spain, Central America and South America. Ultimately, the emphasis in Spanish 1 is building the elemental foundation of oral and written expression: the vocabulary, the structure of sentences, paragraphs and idiomatic phrases. This year is a stepping-stone for the more comprehensive challenges of Spanish 2.

Spanish 2, Spanish 2 Honors

The second year of Spanish continues the work of building a linguistic foundation. Students learn the music of sentences and of questions and answers, the choreography of dialogue, of having fun, of participating in the giveand-take of in-class discourse. The study of culture expands to the study of art, music, and literature. The idea is to experience – to get a flavor of the cultures. In the process, students discover the connection between Hispanic culture around the world and in their own community. In contrast to the regular level language class, Spanish 2 Honors moves at a faster pace, has a higher level of expectations and a broader scope. Spanish 2 Honors incorporates details and exceptions of grammatical structures, presents an in-depth study of advanced cultural and literary readings, and requires communication skills with greater depth and analytical style. Prerequisite: Spanish 1 and department approval.

Spanish 3, Spanish 3 Honors

Spanish 3 is where everything comes together. The goal for this year is the solidification of the grammatical structures of Spanish, concentrating on the nuances of real linguistic command. At this level, students do much more writing, tackling longer and more comprehensive readings, beginning literary analysis and developing topical oral and visual presentations. By this level, students are dealing directly with authentic materials – the arts, literature and cinema generated by the cultures studied. The goal of all of these activities is fluency. All teaching in this level is done in Spanish – no se habla inglés aquí. This course focuses on reinforcing and combining basic skills along with the study of new advanced grammar structures. In contrast to the regular level language class, Spanish 3 Honors moves at a faster pace, has a higher level of expectations and a broader scope. Spanish 3 Honors incorporates details and exceptions of grammatical structures, presents an in-depth study of advanced cultural and literary readings, and requires communication skills with greater depth and analytical style. Prerequisite: Spanish 2 or Spanish 2H and department approval.

Spanish 4, Spanish 4 Honors

In Spanish 4, students cash in on the hard work of the past three years. What makes this course different is that now students can really communicate in Spanish in classroom discussions on a variety of topics. This year is more of a

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team effort as students work more in-depth, sharing ideas and insights through discussions and oral presentations. The goal of this year is a comprehensive and comparative look at the history, art, literature and cinema of the entire Hispanic world. Students are expected to make interpretative conclusions and put these reactions on paper in clear and well-constructed language. Grammar is a tool for engaging in insightful dialogue with matters of culture. Expectations are high, but the rewards are gratifying. In contrast to the regular level language class, Spanish 4 Honors moves at a faster pace, has a higher level of expectations and a broader scope. Spanish 4 Honors incorporates details and exceptions of grammatical structures, presents an in-depth study of advanced cultural and literary readings, and requires communication skills with greater depth and analytical style. Prerequisite: Spanish 3 or Spanish 3H, and department approval.

Spanish 5

Spanish 5 focuses on a high level of fluency while exploring the cultures of the Spanish speaking world. In this course, students focus on their ability to communicate in spoken and written Spanish with confidence and fluidity. Students discuss art, literature, history, politics and sports. Spanish comes to life by reading literary excerpts, short stories, newspaper articles, and appropriate novels. Students will also watch feature length movies, short films, listen to music, and take advantage of a wealth of authentic materials for reading, listening and viewing on the internet. Examples of topics range from contemporary literature, the world of work and finance, science and technology, the importance and influence that sports have on specific Spanish speaking communities and historical events in southern cone South America. All units of study substantially increase topical vocabulary, improving the quality and richness of conversation and written expression while refining and perfecting advanced grammar skills. Prerequisite: Spanish 4 with department approval or Spanish 4 Honors.

Spanish 5: AP® Language

This course is designed for students who really love language. The groundwork is well begun; now is the payoff – by Spanish 5 AP®, students not only find that they can speak Spanish, they discover that they have begun to think in Spanish (some of them even begin to dream in Spanish!). The challenge of the Advanced Placement® Examination is its precision, its expectation not only of fluency, but also of sophisticated analysis of a wide range of current and classical writings. Students are expected to shift seamlessly among aural, spoken and written Spanish. Students must be able to listen to long dialogues and lectures by native speakers and write about them articulately. Students are expected to step up to the challenge of ongoing vocabulary study. With each new reading on the arts, current events, and scientific or business research, students must commit to the necessary topic-specific vocabulary. Students enrolled in this course must take the Advanced Placement® Spanish Language and Culture Examination in May. Prerequisite: Spanish 4 or Spanish 4 Honors and department approval.

Chinese 1

Chinese 1 is open to all Upper School students interested in studying Mandarin Chinese. Students begin the year studying pronunciation, tones, and radicals, then quickly transition into the study of simplified characters. The

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course aims to develop students’ reading, writing, speaking, and listening skills, as well as give them a solid understanding of the basic principles of the Chinese grammatical structure. Discussions on history, culture, and issues in modern China give the students a complete context for language study.

Chinese 2

At the beginning of the second year of the study of Mandarin Chinese, students should be comfortable with basic written and spoken Chinese. The second year places particular emphasis on the further study of the Chinese grammatical system, as well as on vocabulary acquisition. Written compositions and oral presentations are longer and more detailed. Cultural discussions permeate all aspects of the course. Prerequisite: Chinese 1 or Middle School Chinese C.

Chinese 3

Students entering Chinese 3 have developed a solid foundation in reading, writing, speaking, and listening, as well as a personalized, meticulous approach to character, vocabulary, and sentence pattern acquisition. The course focuses on the expansion of vocabulary as well as crucial grammar patterns to help students become more articulate writers and speakers. There is an increased emphasis on the difference between colloquial and formal Chinese. Discussions on Chinese history and culture are present throughout the course, preparing students to engage in meaningful cultural discussions in the target language. Prerequisite: Chinese 2.

Chinese 4

The fourth year of Chinese study is dedicated to the development of reading and writing longer, more formal passages and engaging in more meaningful discussions in Chinese. The textbook is used in conjunction with authentic reading materials to give students a working vocabulary and expand their grammatical foundation. There is a continued emphasis on differentiating between colloquial and formal Chinese. In the second half of the course, students are introduced to classical Chinese, where they read selections from Daoist and Confucian texts and form their own individual philosophy of translation. Prerequisite: Chinese 3.

Chinese 5 AP®

This Chinese course is designed for students who are committed to taking their language skills to the next level. Students continue to use their textbook as a guide in the process of character and grammar pattern acquisition and supplement with various authentic texts, videos, and songs. In addition to reading short stories from authors such as Lu Xun, students watch modern Chinese television shows, read newspaper articles, and continue to discuss Chinese life and culture in the target language. Students who enroll in this course take the Advanced Placement® Examination in May. Prerequisite: Chinese 4.

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French 1 is an introductory course open to all Upper School students interested in studying French. Students will develop speaking, reading, writing and listening skills that will allow them to express ideas accurately and confidently. Students are exposed to the basics of grammar, pronunciation and sentence structure. They learn their new language's vocabulary and idiomatic expressions through the use of popular music and interactive games. In this course, the students get a glimpse of the cultural and regional diversity in France and the Francophone world through readings, virtual field trips and short videos. They also learn about notable people, pastimes and landmarks. While learning about life in the Francophone world, the students begin to reflect on their own lives, families and school. They demonstrate their skills and understanding through writing assignments, projects, skits, conversations and recordings using various apps and web-based tools. These experiences allow students to build the foundation they need to communicate successfully in their new language. The course concludes with the opening of a programwide, three-month project, in which students select a Francophone country and conduct research through the lens of La famille et la communauté, of one of the themes found in the AP French course. Students then write a short paper addressing several contexts in their research and present their findings to the class.

French 2, French 2 Honors

French 2 and 2 Honors continue the establishment of fundamental grammar, syntax and vocabulary from the first year course. After an initial review of the most essential introductory topics the course moves on to focus largely on student use of the two primary past tenses, object pronouns, adverbs, and both the simple future and conditional tenses. There is a substantial emphasis placed on expanding proficiencies in reading and writing, and speaking practice is emphasized in both small projects and daily classroom exchanges. Students encounter current French and Francophone culture through regular practice with digital media offered through ARTE Junior, Radio France Internationale, France24, and Le Monde. The course concludes with a continuation of the three-month long project on la Francophonie that began in French 1, in which students research a Francophone country through the lens of La vie contemporaine, a theme from the AP French course, and then write a formal paper and present their work to the class. This course is conducted roughly 50% or more in the target language, depending on the makeup of the class. Students at the honors level engage with all topics on a more detailed and advanced level. Expectations for length, accuracy, complexity, and interpretation are elevated from the regular level. Their year-end project also involves the inclusion of an additional theme, La quête de soi, for research and analysis.

French 3, French 3 Honors

French 3 and 3 Honors transition students into a curriculum that is more inclusive of culture and comprehension in anticipation of a full immersion in both French 4 and French 5/AP French. All major grammar topics from the preceding two years are reviewed and examined in greater depth, and more advanced concepts are introduced. Students interact with all language structures in the context of intermediate-level dialogue, narrative and exposition in the target language throughout the course of the year. Throughout, students are asked to produce both writing and prepared/rehearsed speech that demonstrates their grasp on general language proficiency. Engagement with authentic culture and language use occurs through a complete reading and analysis of Antoine de St. Exupéry’s Le

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petit prince over the course of the year. Students also continue working with regular discussions and reflections centering on current events and global questions through the use of digital media from Le Monde, Radio France Internationale, and France24. The majority of the class is conducted in French. The course concludes with the third step of the three-month long project on la Francophonie begun in French 1, in which students research a Francophone country through the lens of Les défis mondiaux, a theme from the AP French course, and then write an expository essay and present their work to the class. Students at the honors level engage with all topics on a more detailed and advanced level. Expectations for length, accuracy, complexity, and interpretation are elevated from the regular level. Their year-end project also involves the inclusion of an additional theme, La science et la technologie, for research and analysis.

French 4, French 4 Honors

French 4 and 4 Honors focuses on concluding students’ examination of advanced grammar concepts and transitioning into a literature- and culture-based course centered on authentic products from modern France and the francophone world. The primary purpose of this course is twofold – first, to prepare students for the types of sources and analysis they will encounter in the AP French Language and Culture course, and second, to prepare students for college-level language study. Throughout the year, students read numerous newspaper and online articles, engage with newscasts and podcasts, contribute in prepared and extemporaneous conversation, and read the novel Kiffe kiffe demain by Faïza Guène, which introduces students to the complexities of identity, culture, language, and class in modern France. All work and the majority of class time will be in the target language. Engagement with authentic sources such as Le Monde, Radio France Internationale, and France24 move beyond demonstrating comprehension of main ideas and into examination, reflection, restatement, and interpretation. French 4 and 4 Honors entails the fourth step of the program-long project on la Francophonie, in which students examine their Francophone country from the past three years through the lense of a final AP French theme, L’esthétique. The entire course is conducted in French. Students at the honors level engage with all topics on a more detailed and advanced level. Expectations for length, accuracy, complexity, and interpretation are elevated from the regular level. Their year-end project moves beyond exposition about their Francophone country and asks for comparison and analysis of their assigned country to their native culture/s in addition to the research on the theme of L’Esthétique, in preparation for the types of tasks present in French 5/AP.

French 5 / AP® French Language and Culture

The French 5 / AP French Language and Culture course takes a holistic approach to language proficiency in the skills of listening, speaking, writing, and reading. The course emphasizes authentic use of the target language to improve oral and written communication in a variety of contexts. Students spend a significant portion of their time in the course examining a single francophone country through the various thematic lenses of the AP exam, similar to their projects in past years. Students become the experts on these countries, leading class discussions and creating connections between their research and the work of their peers. Having concluded their grammar studies in French 4, grammar is only examined in short, targeted sessions based on specific outcome-oriented needs. The three-

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