Modern Languages

Beginning in the Lower School, and throughout the program, the modern language teachers work on developing critical thinking and problem-solving skills. Students are called upon to approach second language acquisition through a deeper understanding of their own language and of language in general. Through careful study of linguistic constructs, students develop a respect for language in and of itself, and for its ability to empower. As students come to express themselves effectively in the target language, they are better prepared to face challenges as leaders in an increasingly international world.

Beyond becoming proficient in a second language and, in some cases a third, students learn understanding and empathy. Appreciation of both diversity and interdependence is fostered through a careful mapping of cultural focuses presented throughout the curricula. The outcome for students is a profound appreciation of Chinese-speaking, Hispanic and/or Francophone cultures as they exist within this country and abroad.

Modern Languages Courses 2007-2008

French

Class I

This course offers an introduction to the study of French language and culture. The goals are to establish a foundation of strategies for language acquisition and increase awareness and understanding of the French-speaking world. In addition to learning basic vocabulary and grammatical structures in French, students complete projects designed to broaden their awareness of other languages and cultures.

Class II

The Class II level builds upon the previous year’s foundation in terms of material presented and the approach to learning. Cooperative learning is a cornerstone of the pedagogy, and activities are designed to encourage students to think creatively, ask questions, and take responsibility for their learning.

Class III

Class III continues to build the four basic skills of language acquisition (reading, writing, listening and speaking). Classes are conducted increasingly in French and students are encouraged to express themselves in French. Student progress is monitored through participation in class, nightly homework, quizzes, and tests. Regularly scheduled classes in the multi-media lab support the development of listening and speaking skills.

Class IV

Class IV French students continue their study of grammar, vocabulary and culture. Listening, speaking, reading and writing skills are emphasized. Classes are taught mainly in French and students are expected to speak French as much as possible. Use of the multi-media lab enables students to hone their skills. Study of the Francophone world focuses on Quebec province, and includes travel to Quebec City for three days. Students finish the year by beginning to read their first novel in French, an abridged version of The Count of Monte Cristo.

Class V-VIII

French 1, Accelerated
This accelerated introduction provides intensive grammar study and systematic vocabulary building for beginners. Students learn to recognize cognates, search for patterns, and identify linguistic paradigms. Curriculum and pedagogy have been designed to develop the four basic skills: listening, speaking, reading, and writing, while addressing the “C’s”: communication, cultures, connections, comparisons, and communities. The text, Débuts, and its ancillary materials present the diversity of cultures in the Francophone world. The multi-media lab affords students another venue in which to sharpen skills.

French 2
In French 2, listening, speaking, and reading skills are reinforced daily. The development of writing skills is emphasized as students integrate grammatical structures and vocabulary and learn to manipulate the various verb tenses and moods. A variety of texts and films are studied including short readings on French and Francophone culture as well as St. Exupery’s Le Petit Prince. Class discussions address a wide range of historical, social and literary topics. Activities in the multi-media lab help students develop listening and speaking skills and practice pronunciation.

French 3
La France: une mosaïque
What does it mean to be French today? What events have shaped the way French people think of themselves and their country? What cultural changes and social challenges does France face? Students continue to develop reading, writing, speaking and listening skills while addressing these questions. During the first semester, they focus on culture, childhood and education, reading excerpts from Evidences Invisibles as well as documents and poetry.Students later read the novel Samira des quatre routes and focus on the French debate on immigration. Students are taught almost entirely in French, and their cultural exploration provides a context for their continuing work on grammar, verbs, and vocabulary-building.

French 3 Honors
La France: une mosaïque
French 3 Honors covers the same cultural questions and the same basic grammatical material as French 3 but in greater depth. We examine the role that French language and the notion of national culture as well as the diversity of France’s cultural landscape have played in the constitution and evolution of French identity. Source materials include excerpts from Vercor’s Le silence de la mer and Gisele Pineau’s Papillon dans la cité as well as the films Etre et Avoir and Lucie Aubrac. Students build a substantial vocabulary as they work to master the grammar needed for a sophisticated level of written and oral communication. Class is conducted entirely in French.

French 4
Le deuxième sexe: The experience and representation of women in French and Francophone literature
Over time and across geopolitical space, women have worked to establish identity and prevail as intellectual beings. Readings by and about the lives of women and girls, across the centuries and from Paris to Pointe-à-Pitre, form the basis of an in-depth study of the lives of French-speaking women. Texts and artistic works by authors and artists such as Maupassant, Gaugin, and Senghor create a rich and varied portrait of the lives of “le deuxième sexe.” Students expand oral/aural competency, hone reading skills, and further develop their written French. They also gain insight into their own experience as young women coming of age in the new millennium.

French 4 AP
Le deuxième sexe: The experience and representation of women in French and Francophone literature
In this AP course, we address many of the same cultural questions posed in French 4. Readings by and about the lives of women and girls—from the 16th century to the 21st—form the basis of an in-depth study of women’s lives. Through close readings, students gain insight into their own experiences as young women coming of age in the new millennium. The multiplicity of voices, as found in readings by Molière, Mariama Bâ, Baudelaire, and others, creates a rich and varied portrait of the lives of “le deuxième sexe.” Through their readings and an in-depth study of French language, students are prepared to take the Advanced Placement Examination in French Language in the spring.

French 5 - Seminar
As the culmination of her high school study of French, the French 5 student is afforded much of the responsibility in choosing the areas of in-depth study. The class chooses the theme of each semester-long seminar from a variety of wide-ranging topics, e.g. French Impressionist Painting and Its Legacy; Contemporary Francophone Theater and Performance; French Cinema and Issues in Contemporary French Society; Nos Voisins Francophones: French-speaking Cultures in the New World; Vive L’Amour: A Look at Love Through French Literature, Painting, and Music. Readings serve as a springboard for discussions but also as a point of departure for close examination of language. A systematic review of grammar, structure, and syntax will be ongoing.

French 5 Honors - Seminar
As the culmination of her high school study of French, the French 5 Honors student is afforded much of the responsibility in choosing the areas of in-depth study. As in French 5, the class chooses the theme of each semester-long seminar from a variety of wide-ranging topics. The seminar is conducted entirely in French. The student will read literary texts and primary sources to illuminate her understanding and inform in-depth class discussion. She will express herself exclusively in French, with the requisite level of fluency in both oral and written work. Assessments will include the student’s planning and execution of discussions, weekly theme papers and two in-depth research projects.

Mandarin Chinese

Class I

Class I offers an introduction to the study of Chinese language and culture. The goals are to establish a foundation for language acquisition and increase awareness and understanding of China and the Chinese-speaking world. The class fosters risk-taking, critical thinking and cooperative learning.

Class II

The Class II level builds upon the previous year’s foundation, with work revolving around skill development and increased cultural awareness. Cooperative learning is a cornerstone of the class, and activities are designed to encourage students to think creatively and ask questions.

Class III

To be offered beginning in 2009-2010

Class IV

To be offered beginning in 2010-2011

Class V-VIII

Mandarin Chinese 1
Students acquire the speaking, listening, reading, and writing skills necessary for basic communication in Mandarin Chinese. The course emphasizes good pronunciation and intonation, with particular attention to the four tones, and includes regular practice sessions in the multi-media lab. In addition to the pinyin romanization system, which is used to introduce pronunciation and vocabulary, students learn to read and write between 250 and 300 Chinese characters. The curriculum addresses cultural topics and encourages students to use their knowledge of Chinese culture in the wider community. Materials include Learn With Me Book 1, as well as a workbook, audiocassettes, videos, and computer and online language learning programs.

Mandarin Chinese 2
A continuation of Chinese 1, Chinese 2 is designed to increase vocabulary and improve listening, speaking, reading and writing skills. It allows students to handle more complicated situations in the language. The curriculum also focuses on aspects of Chinese culture that are different from life in the United States, as well as on how these differences are reflected in the language. The course is taught in Chinese except the explanation of grammar. Materials include the textbook Learn With Me Book 2, as well as a workbook, audiocassettes, videos and computer and online language learning programs.

Mandarin Chinese 3
Students build upon the skills developed in Chinese 1 and 2 and will acquire another 300 characters while broadening their control of Chinese grammar. Students learn the origin of the characters studied as well as how to write using the correct stroke order, and they practice how to use new characters in sentences. In addition, the course will focus on pronunciation and oral skills—specifically negotiating real-life situations. Students will read materials on topics such as family and celebrations, diet and health, clothing, and the environment, and they will also practice their writing skills. Materials will include our textbook Learn With Me books 2 and 3, videos, CDs, computer software and online language learning programs.

Mandarin Chinese 4
To be offered every year beginning in 2008-2009.

Spanish

Class I

Class I offers an introduction to the study of Spanish language and culture. The goals are to establish a foundation for language acquisition and increase awareness and understanding of the Spanish-speaking world. The class fosters risk-taking, critical thinking and cooperative learning.

Class II

Class III

In Spanish III students build their knowledge as they observe, discuss, and practice new grammatical structures. Classes are conducted increasingly in Spanish and students are expected to write a short composition by the end of the year. Students are introduced to South American culture through readings, poems, and songs. We discuss customs, diverse traditions, ethnicities, and geography, and common North American views of South America. Students then split into small groups, research a country, and present their findings to the class.

Class IV

Students continue to develop their speaking and listening skills while undertaking more challenging reading and writing assignments. The course addresses more complicated grammatical structures, using texts as well as video, audio and online materials. Students study legends from indigenous cultures from Latin America and also engage in activities centered on daily use of Spanish. Besides daily written homework, students write in their journals and write essay-length pieces using a peer-editing process. Group work facilitates cooperative learning and encourages risk-taking.

Class V-VIII

Spanish 1 Accelerated
Spanish 1, an accelerated introduction, provides intensive grammar study and systematic vocabulary building for beginners. Students learn to recognize cognates, search for patterns, and identify linguistic paradigms. Curriculum and pedagogy have been designed to develop the four basic skills: listening, speaking, reading, and writing, while addressing the five “C’s”: communication, cultures, connections, comparisons, and communities. Short stories and essays illustrate the multiplicity of cultures in Spain and Latin America, as well as within Latino populations in the United States. The text, Dime Uno, and ancillary materials present linguistic exercises within a cultural context. Work in the multi-media lab helps develop oral/aural skills.

Spanish 2
Spain, Yesterday and Today
Spanish 2 combines intensive grammar study with an in-depth look at Spain. We develop the basic skills of listening, speaking, reading, and writing, while addressing the “C’s”: communication, cultures, connections, comparisons, and communities. We begin with case studies of three bilingual autonomies, Galicia, Cataluña and Euskadi. Through readings, students discuss issues informing contemporary Spanish life such as immigration, terrorism threats, and tensions around religious tolerance. Students focus on two seminal moments in Spain’s history. The Spanish Civil War is studied through film, poetry of Lorca, and Picasso’s “Guernica.” In addition, students explore the 15th century, when the Muslims, Christians, and Jews in Spain comprised the intellectual center of Europe, and the culture of tolerance reigned.

Spanish 3
Discovery, Encounter, Conquest: Multiple Perspectives
Students begin with readings of pre-contact texts from Spain and the Americas and move through the tumultuous period of the conquest. This history is explored through essays, historical documents, and literature. Readings include Columbus’ diaries, Aztec codices, Bartolomé de Las Casas’ “Defense of the Indians,” as well as poets and writers such as Rulfo and Neruda. Responsive writings require students to employ nuanced language. The course also uses films, music and art work to explore central themes. Grammar is reinforced through written and spoken exercise, as well as the text Repaso. Work in the multi-media lab enhances oral/aural skills.

Spanish 3 Honors
Discovery, Encounter, Conquest: Multiple Perspectives
This course covers the same basic grammatical and cultural material as Spanish 3 but expands to offer greater depth and breadth. The class is conducted entirely in Spanish. Students master a wide range of vocabulary and express themselves with subtlety and nuance. In addition to basic readings, students read poetry of Sor Juana Inés de La Cruz, José Martí, Alfonsina Storni, and Nicolás Guillén, as well as works by such contemporary writers as Reinaldo Arenas, Eduardo Galeano, Norberto James, Elena Poniatowska, and Rigoberta Menchú. The year finishes with a careful examination of contemporary repercussions of historical events. Students learn to interpret, discuss and respond to these texts in academic Spanish. The multi-media lab is also used to enhance skills.

Spanish 4
Hispanic Caribbean Culture: Past and Present
This course focuses on gaining an understanding of Hispanic Caribbean culture through creative research projects. Students explore the historic and current realities in three key countries in the Caribbean: Puerto Rico, the Dominican Republic and Cuba. Particular attention is paid to globalization, politics, immigration, and artistic and intellectual life. Besides the primary text, A Brief History of the Caribbean, students draw from a variety of sources including Web sites, newspapers, magazines, music and guest speakers. As the year progresses, students are asked to compare and contrast the historical trajectory of these countries. Vocabulary and grammar taught is chosen in conjunction with the students’ acquisition and presentation of cultural information.

Spanish 4 AP
19th and 20th Century Hispanic Caribbean Literature
Spanish 4AP offers students the opportunity to develop and enrich their knowledge of Spanish and prepare to take the Advanced Placement Language Exam. Using the textbook, Repase y escriba, as well as AP preparation materials, students will work to master the finer points of usage and grammar while substantially increasing their working vocabulary. The cultural focus of the course is 19th- and 20th-century Caribbean literature. Students explore Cuban, Puerto Rican and Dominican history and literature through poetry, essays, short stories, movies, documentaries, music, and contemporary news sources. Particular attention is paid to the diversity of experiences in any given community, including questions of race, class, sexuality, gender.

Spanish 5
Gender Identity in the Spanish-Speaking World
Addressing the same themes as Spanish 5 Honors, this course is designed to allow students to approach the work at a less demanding pace. Reading shorter works and excerpts from a range of authors, students have the opportunity to reflect on gender identity as presented in essays, poems and fiction. As in Spanish 5 Honors, films augment the readings, providing visual explorations of the same ideas. Students work on their spoken and written language skills with the goal of strengthening their level of proficiency.

Spanish 5 Honors
Gender Identity in the Spanish-Speaking World
In this advanced level course, students approach the theme of gender identity from a variety of perspectives. Reading literary works such as Garcia Lorca’s Yerma and Belli’s El pais bajo mi piel, students are asked to map their understanding of gender in relation to other aspects of cultural identity. Viewing films such as Camila and El lado oscuro del Corazon will help students draw parallels between literary and visual representations of gender. Students have the opportunity to compose analytical essays and do creative writing, honing their advanced-level language skills. The course is conducted entirely in Spanish.

Modern Language 8-Week senior seminars:

Each modern language will offer an eight-week senior seminar during the first half of second semester, taught in one of three target languages (Chinese, French, or Spanish). Possible seminar themes will be Contemporary Cinema, Global Issues, or Creative Writing. Cinema seminars will focus on critical viewing of important recent films in each target language. Students will learn and practice vocabulary necessary for the critical discussion of films and will both present and write seminar papers. In Global Issues seminars, students will identify and follow important cultural developments and news stories. The class will involve reading and reacting to a variety of media as well as a research project. Creative Writing seminars will focus on reading, analyzing, and writing poetry, essays, and short stories in the target language. Students will build a portfolio of their own writing.