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High School World Language Class
If your high school student wants to pursue college or university after high school, they are required to earn 2 –4 credits in a World Language. These can be earned either by taking one of the World Language classes that the high school offers or by taking a competency test. (Please consult the school counselor to learn more about language competency tests.)
The purposes and applications of world languages are as diverse as the students who engage with them. Some students study another language with the aspiration of cultivating a rewarding career in the international marketplace or government service. Notably, in Washington, international trade supported 940,800 jobs in 2020, constituting 20.0% of all employment in the state (https://www.commerce.wa.gov/wp-content/uploads/2022/02/CommerceReports_20220125_ OEDC_IntlTrade_Final.pdf ). The report from ACTFL reveals that 9 out of 10 US employers rely on employees with proficiency in world languages.
Others are drawn to the intellectual challenges and cognitive benefits that come with mastering multiple languages. Research indicates that learning a second language enhances cognitive development and academic performance. Still, others pursue language acquisition to deepen their understanding of diverse cultures, enabling them to engage more thoughtfully with the global community.
For some, world language study is approached much like any other course – a means to fulfill a college or university entrance requirement. High school students in Washington state, for instance, are mandated to complete 2 credits (years) of world language study, while some colleges highly value three or four years of such study as a criterion for admission. This high school graduation requirement may be replaced with a Personalized Pathway Requirement. Personalized Pathway Requirements are related courses that lead to a specific post-high school career or educational outcome chosen by the student based on the student’s interests and High School and Beyond Plan, that may include Career and Technical Education, and are intended to provide a focus for the student’s learning.
Regardless of the reason for study, world languages are an important course in the 21st century. Currently, all middle schools in the Issaquah School District offer a Spanish course. Skyline High School offers Spanish, French, Chinese, and Japanese through IB level, as well as American Sign Language 1 & 2 in the 2023-24 school year. Issaquah High School offers four-year programs in French (AP), Spanish (AP), Japanese, Chinese, and ASL. Liberty High School offers Spanish, French, and Japanese through the AP level. Although courses may vary slightly among schools, it is with this philosophy in mind that the standards task force should align with the national World-Readiness Standards for Learning Languages: Communication, Cultures, Connections, Comparisons, and Communities—the five C’s of world language education:
Communication lies at the core of world language study, whether it occurs face-to-face, in writing, or through reading and presenting using both traditional and new media. Our World Language teachers provide a supportive and welcoming environment where students can learn, practice, and improve their communication skills.
Cultures always take center stage, differentiating world language courses from others. In world language classrooms, students engage with cultural competence and understanding, celebrating diversity and ultimately reflecting on their own cultures.
The Connections standard encourages world language students to build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively. Learners can also access and evaluate information and diverse perspectives that are available through the language and its cultures. STEM, sustainable development, social studies, marketing, and business – the world language curriculum covers a wide range of topics.
The Comparisons standard allows learners to utilize the language to investigate, explain, and reflect on its nature by comparing it to their own language. This proves to be an effective method to help learners identify similarities and differences between languages, facilitating a more straightforward mastery. Cultural comparisons aid students in developing critical thinking skills, which are crucial for highlevel tests such as AP and IB exams.
The Communities standard encourages learners to use the language both within and beyond the classroom. In addition to taking world language classes, students can also lead and participate in language clubs, such as the Spanish Club, French Club, Chinese Club, Japanese Club, and even clubs for languages not offered by the school, like the Korean Club. World language students are also encouraged to apply what they have learned in the real world and serve the community.
The National Standards Collaborative Board. (2015). WorldReadiness Standards for Learning Languages. 4th ed. Alexandria, VA: Author.
ACTFL is a national organization aiming to improve and expand the teaching and learning of all languages at all levels of instruction. https://www.actfl.org/
The International Baccalaureate (IB) is a global leader in international education— developing inquiring, knowledgeable, confident, and caring young people. Their programs empower school-aged students to take ownership of their own learning and help them develop future-ready skills to make a difference and thrive in a world that changes fast. https://www.ibo.org/
Advanced Placement (AP) is a program in the United States and Canada created by the College Board. AP offers undergraduate university-level curricula and examinations to high school students. https://ap.collegeboard.org/
Skyline High School Chinese Class
Zoe Jiang, the Chinese Teacher at Skyline High School and District World Language co-lead, shared the integration of the 5Cs in her classroom. Her classroom has recently been recognized as the distinguished Chinese program in the United States by the Chinese Language Teachers Association-USA.
Some people believe that the Chinese language might be too challenging. However, it is simply relatively more different from English. Ms. Jiang creates a dynamic learning experience, making learning Chinese effective and engaging for students. For example, Chinese uses measure words in a wider way and using a wrong measure word can make the meaning funny.
Agatha Barber, a sophomore in Ms. Jiang’s Chinese 2 class shared her work. “I was able to submit a project based around measuring words in Chinese, where the prompt was to integrate measure words applied to objects. I drew pictures of steamed buns (包子) in these contexts: "One cup," "one cat," "one dog," "one bowl," "one person," and more. Because of this prompt, it helped me understand measuring words outside of traditional memorization.”
To enrich the students’ learning experience, Ms. Jiang connects her students to other schools such as Yubei Secondary School in China and the University of Virginia through Zoom interviews, pen pal activities, and a VR school scavenger hunt game. She also frequently invites experts to her class. These professionals include a Kungfu master, a Sichuan Opera performer, a Chinese musician, a US university admission officer working in China, and a previous Global Chinese Bridge Competition champion now engaged in business in China.
Ms. Jiang's students have immersed themselves in a variety of rich Chinese cultural activities, ranging from tea ceremonies and mooncake making to calligraphy and traditional sugar painting. Their cultural experience is not limited to the Chinese classroom. In addition to holding a joint Chinese musical instrument class with the music class, Ms. Jiang’s students visit the LRC classroom and celebrate the Lunar New Year together every year.
Collin Snyder, a freshman in Ms. Jiang's Chinese 1 class, shared his experience. “First, I would like to say that it was a great experience getting to share Chinese culture with the LRC classroom through fun demonstrations, using robots, and handing out red envelopes with candy coins. I got to share about a Chinese word that brings good fortune. One of my favorite parts was next, where robots did actions like starting a dragon dance or setting off fireworks. Overall, it was a great experience, and I hope we can continue to share Chinese culture inside and outside the classroom.”
Furthermore, Ms. Jiang’s Chinese class co-organizes the annual Sammamish Lunar New Year celebration. They operate educational booths and perform a dragon dance every year.
Leo Chen, a Skyline junior in Ms. Jiang’s IB class, shared his thoughts after volunteering for this event.
“Participating in volunteer activities organized by Jiang Laoshi has allowed me to deeply experience the power of community. After each activity, I gain a better understanding of the importance of teamwork and social responsibility.
Through serving others, not only did I develop a sense of social responsibility but also felt the warmth of sharing and caring. Jiang Laoshi guides us with dedication, turning volunteering into a learning experience. These experiences not only inspire me academically but also contribute to a more comprehensive set of skills for my life journey.”
Although the above examples are from Ms. Jiang’s Chinese class, the success stories and exciting learning moments are happening every day in all the World Language classrooms.
Natalie Cui, a 9th grader at Skyline in Mrs. Ochea’s Spanish 2 class, described her learning experience as follows:
“I began learning Spanish independently using a language app in 7th grade. With my sustained interest, I enrolled in Spanish 1 during 8th grade and realized that having teachers is crucial in language learning. They provide helpful feedback and make the process enjoyable! Therefore, I decided to continue my Spanish learning in high school. My Spanish teachers, Profe Klein and Profe Ochea, have helped us grasp challenging grammar rules, pronounce words accurately, and explore the culture behind the language through music, anecdotes, cultural projects, and various engaging hands-on experiences.
Instead of solely focusing on vocabulary and grammar, they also teach cultural perspectives and insights, creating opportunities for us to apply our knowledge in real-life situations — an aspect lacking in many current language apps. With their guidance, we can improve more rapidly and feel more confident in speaking the language.”
