on World Languages

More Than Words Can Say

In an increasingly connected and interdependent world, speaking a second or third language is a real advantage. It opens doors to different cultures and worldviews and gives way to wider job possibilities.

Learning a second language, particularly when young, has exceptional and lasting benefits including enhanced cognitive skills, greater empathy, heightened cultural competence and a wider perspective of one’s place in a community.

The World Languages program at Head-Royce School is an example of living our values. The K-12 language continuum fosters intellectual openness and develops academic discipline. What sets us apart from most schools is not that we offer three different world languages for our youngest students, but that we require language throughout a student’s K-12 journey.

Early Exposure

It turns out that Maria Montessori’s adage, ‘children’s brains are like sponges,’ is true. Studies using magnetic resonance imaging and neuroanatomical mapping show how, at a young age, the brain grows faster than at any other time of life. This neuroplasticity makes childhood an ideal time to learn a second language. And to “more quickly acquire native-like proficiency,” according to Cornell University.

Edutopia explains that children go through ‘critical periods’ of brain development, evidenced by rapid neural formation where the number of synapses the connections between brain cells doubles. According to research cited by Edutopia, two-year olds have twice as many synapses as adults. It is for this reason that during ‘critical periods,’ the brain is actually able to learn faster and have a more lasting effect than at other times of life.

At Head-Royce, learning a language begins in Kindergarten with a twelve-week rotation of introductory courses in Mandarin Chinese, French and Spanish. From 1st grade onwards, throughout each grade in every division—Lower, Middle and Upper School—language is an integral component of the curriculum.

Young children learn with an unconscious state of mind, lacking the social inhibitions characteristic of older students. Using developmentally appropriate teaching tools including Total Physical Response (TPR) a kinesthetic-based method of language learning involving movement, singing, dancing, acting and other sorts of interactivity—Head-Royce utilizes our youngest students’ need to wiggle, touch and sing through an immersive, whole body, language-learning experience.

Ayden A. ’30 started Mandarin in 1st grade. Beaming with pride, he shared that during a recent field trip to Chinatown in San Francisco, he ordered lunch in Mandarin and anticipates studying it throughout his education at Head-Royce. He is learning Mandarin because he plans to travel when he is older and wants to be able to speak with members of the local community. Nodding enthusiastically with Ayden, Kylie C. ’30 observed that learning Mandarin will, “help me when I get older because I will be able to talk to my relatives and speak to people when I travel,” she said. Both students say they enjoy their language classes at HeadRoyce, particularly the games used to support learning. “Playing games to learn is a strategy a lot of kids would like because you have fun while you’re learning!” Ayden said confidently.

In And Outside Of The Classroom

In Middle School, collaborative projects, field trips and other forms of experiential learning give shape, purpose and meaning to language learning, and also provide the adolescent mind an ongoing opportunity to make responsible choices with guidance from educators. In addition to Mandarin, French and Spanish, Latin is also offered starting in 6th grade.

One language led to a love for many languages, literatures and cultures, and that opened doors to new friendships, opportunities and perspectives.

Andrea Thomas ’96

Reflecting on a Latin study-travel excursion to Italy with students from 6th, 7th and 8th grades a few years ago, faculty member, Gretchen Wu shared that students were thrilled when visiting the Coliseum because they were able to read primary source material including 2,000 year-old plaques and passages etched in stone in Latin. Reading these materials gave the students incredible insight into the ancient structure, as the descriptions helped them imagine the smells once wafting through the Coliseum and the feel of wool on skin in the hot sun. “These special moments are pivotal in a student’s life, they are defining, even life-shaping. It’s what makes experiential learning so important,” Gretchen reflected.

“I don’t think my 8th-grade self would have ever guessed where French would lead me. One language led to a love for many languages, literatures and cultures, and that opened doors to new friendships, opportunities and perspectives. Federico Fellini once said, ‘A different language is a different vision of life.’ I think he was right,” shared alumna Andrea Thomas ’96, now an Associate Professor of French at Loyola University. We are excited to offer another studytravel program to Québec, Canada this coming spring break through our Center for Community Engagement. French learners in 4th–6th grades will participate in an immersive language program and make lasting friendships and memories.

Purpose In Proficiency

Beyond the requirements for California state graduation (one year) and UC Admission (two years), Head-Royce necessitates Upper School students take three years of a world language, and many students, according to World Language Department Head Christina Masson, take a language all four years. Some even take two languages.

Celeste S. ’24 is studying both French and Spanish. “Learning French means I can talk to my family and become closer with them. At Head-Royce, I have also been able to learn about French culture and get a better perspective on life in France. I think that Spanish is a really useful language especially in California where so many people are Spanish speakers,” Celeste shared.

Sparking students’ curiosity, teachers encourage inquiry to ignite agency. Instead of posing questions or giving answers, the teacher might ask students to focus deeply on a project and then provide gentle guidance to help keep a project moving forward.

In Upper School language classes, students pursue advanced coursework, seminars, literature and cinema, deepening their cultural understanding and building proficiency. Sparking students’ curiosity, teachers encourage inquiry to ignite agency. Instead of posing questions or giving answers, the teacher might ask students to focus deeply on a project and then provide gentle guidance to help keep a project moving forward. This encourages the student’s interest in the subject to inspire discovery, guiding themselves through the learning process. Dr. Lisowski, Middle and Upper School Latin teacher explains, “Studies show that students learn much more thoroughly when students themselves are the ones posing the questions and seeking out the answers.”

According to Dr. Lisowski, one of the projects in the Upper School Latin curriculum that students look back on with pride, is an intense focus on