World LanguageS
World Languages
The study of world languages provides us with a greater understanding of ourselves, others, our community, and the world. The ability to communicate in another language is an asset for all students. Our proficiency-focused world languages program is guided by the principles of the 2021 Massachusetts World Languages Curriculum Framework, the 2017 NCSSFL-ACTFL Can-Do Statements, and the 2012 ACTFL Proficiency Guidelines, In our world languages courses, students develop cultural competence and communicative proficiency in the interpretive, interpersonal, and presentational modes. Students are provided with comprehensible input and learn strategies to become effective listeners, readers, writers, and speakers. All world languages courses are taught in the target languages and integrate authentic and adapted cultural resources that are organized around unit themes. Students set personalized language goals and demonstrate their knowledge, skills, and understanding through real-world performance tasks appropriate for the unit and course proficiency targets.
Students are expected to use the target language during class for a variety of functions, such as: making requests, asking for help, giving opinions, and comparing cultural products, perspectives, and/or practices. Communicative tasks focus on using the target language for a specific purpose and in a culturally-appropriate context. Some examples of performance tasks include engaging in conversations to share opinions, conducting oral presentations for an intended audience, reading infographics to make informed decisions, identifying key information from videos and podcasts to convey information, and writing emails to introduce oneself. Student progress toward proficiency is evaluated through real-world language and cultural tasks like those on the proficiency-based ACTFL AAPPL Examination. Student performance is evaluated with rubrics.
All world languages courses have their own ACTFL AAPPL course proficiency targets, which serve as the year-end goals for students. Students regularly self-assess and reflect on their progress toward proficiency to ensure that they are prepared to meet unit and course goals.
Students who study world languages in grades 7-12, explore at least six (6) of the topics below in integrated thematic units. The units differ in complexity, depending on the course and targeted proficiency level.
• Arts & Literature • Community Life • Culture & Traditions • Current Events & Social Issues • Daily Life • Economy & Business • Education • Entertainment • Food • Healthy Living • History & Civics • Hobbies, Leisure & Free Time • Home & Places of Interest • People • Pets & Animals • Professions, Careers & Work • Science & Environment • Technology & Innovation • Travel & Vacations • Who am I?
Spanish 7
Prerequisite: None
Beginning of Course Proficiency: None or N-1 (Novice Low 1)
End of Course Proficiency Target: N-3 (Novice Mid 3)
Description:
In Spanish 7, students are introduced to the Spanish language and Hispanic cultures through thematic units designed for novice low and novice mid learners. Students learn basic strategies for understanding and communicating in Spanish. Thematic topics include:
Who am I?
Daily Life
Education
Hobbies, Leisure, and Free Time
Food and Healthy Living
Cultures and Traditions
Performance tasks allow students to compare, describe, discuss preferences, express likes and dislikes, make plans, and show courtesy when getting someone’s attention, asking for information, expressing thanks, and making, accepting, and rejecting invitations. Grammar, vocabulary, and culture are integrated into the thematic units. Students may conduct research on different Spanish-speaking countries using English to gain a greater understanding of the practices, products, and perspectives of the target culture. Before the end of the course, students are encouraged to take the AAPPL Examination to measure their proficiency level and their progress toward the Seal of Biliteracy.
Spanish 8
Prerequisite: Spanish 7
Beginning of Course Proficiency: N-3 (Novice Mid 3)
End of Course Proficiency Targets: N-4 (Novice High 4) - for CHS Spanish 2CP
I-1 (Intermediate Low 1) - for CHS Spanish 2H
Students who do not meet the end of year course proficiency target of N-4 are encouraged to take Spanish 1CP in grade 9. If desired, students can elect French 1CP or German 1CP in grade 9 also. Students who need additional support and time to develop language proficiency may elect Spanish Language and Cultures A and B, our two-year introductory language sequence, in grades 9 and 10.
Description:
In Spanish 8, students continue their study of the Spanish language and Hispanic cultures through thematic units designed for novice mid, novice high and intermediate low learners. Students expand their repertoire of strategies for understanding and communicating in Spanish. Thematic topics include:
Who am I?
Daily Life
People
Entertainment
Home and Places of Interest
Travel and Vacations
Cultures and Traditions
Performance tasks allow students to compare, describe, discuss preferences, express likes and dislikes, make plans, and show courtesy when getting someone’s attention, asking for information, expressing thanks, and making, accepting, and rejecting invitations. Grammar, vocabulary, and culture are integrated into the thematic units. Students may conduct research on different Spanish-speaking countries using English to gain a greater understanding of the practices, products, and perspectives of the target culture. Before the end of the course, students are encouraged to take the AAPPL Examination to measure their proficiency level and their progress toward the Seal of Biliteracy.
French 7
Prerequisite: None
Beginning of Course Proficiency: None or N-1 (Novice Low 1)
End of Course Proficiency Target: N-3 (Novice Mid 3)
Description:
In French 7, students are introduced to the French language and Francophone cultures through thematic units designed for novice low and novice mid learners. Students learn basic strategies for understanding and communicating in French. Thematic topics include:
Who am I?
Daily Life
Education
Hobbies, Leisure, and Free Time
Food and Healthy Living
Cultures and Traditions
Performance tasks allow students to compare, describe, discuss preferences, express likes and dislikes, make plans, and show courtesy when getting someone’s attention, asking for information, expressing thanks, and making, accepting, and rejecting invitations. Grammar, vocabulary, and culture are integrated into the thematic units. Students may conduct research on different French-speaking countries using English to gain a greater understanding of the practices, products, and perspectives of the target culture. When student travel resumes, students will have the opportunity to travel to Montreal, Canada for three days during April vacation. Before the end of the course, students are encouraged to take the AAPPL Examination to measure their proficiency level and their progress toward the Seal of Biliteracy.
French 8
Prerequisite: French 7
Beginning of Course Proficiency: N-3 Novice Mid 3)
End of Course Proficiency Targets: N-4 (Novice High 4) - for CHS French 2CP
I-1 (Intermediate Low 1) - for CHS French 2H
Students who do not meet the end of year course proficiency target of N-4 are encouraged to take French 1CP in grade 9. If desired, students can elect German 1CP or Spanish 1CP in grade 9 also. Students who need additional support and time to develop language proficiency may elect Spanish Language and Cultures A and B, our two-year introductory language sequence, in grades 9 and 10.
Description:
In French 8, students continue their study of the French language and Francophone cultures through thematic units designed for novice mid, novice high and intermediate low learners. Students expand their repertoire of strategies for understanding and communicating in French. Thematic topics include:
Who am I?
Daily Life
People
Entertainment
Home and Places of Interest
Travel and Vacations
Cultures and Traditions
Performance tasks allow students to compare, describe, discuss preferences, express likes and dislikes, make plans, and show courtesy when getting someone’s attention, asking for information, expressing thanks, and making, accepting, and rejecting invitations. Grammar, vocabulary, and culture are integrated into the thematic units. Students may conduct research on different French-speaking countries using English to gain a greater understanding of the practices, products, and perspectives of the target culture. Some cultural topics include: French-speaking countries, Paris monuments, Mardi Gras celebrations in French-speaking countries, French films, and French songs. When student travel resumes, students will have the opportunity to travel to Montreal, Canada for three days during April vacation. Before the end of the course, students are encouraged to take the AAPPL Examination to measure their proficiency level and their progress toward the Seal of Biliteracy.
French & Spanish 8
Prerequisite: None
Beginning of Course Proficiency: None or N-1 (Novice Low 1)
End of Course Proficiency Target: N-2 (Novice Mid 2)
Students who successfully complete this course are prepared for French 1CP and/or Spanish 1CP in grade 9. If desired, students can elect German 1CP in grade 9 also. Students who need additional support and time to develop language proficiency may elect Spanish Language and Cultures A and B, our two-year introductory language sequence, in grades 9 and 10.
Description:
This course is intended for students who have not taken French or Spanish in grade 7 and who would like to become acquainted with the languages and cultures of the Francophone and Spanish-speaking worlds. In this survey course, grade 8 students are introduced to a half-year of French language and Francophone cultures and a half-year of Spanish language and Hispanic cultures through thematic units designed for novice low and novice mid learners. Students learn basic strategies for understanding and communicating in French and Spanish. Thematic topics include:
Who am I?
Daily Life
Cultures and Traditions
Performance tasks allow students to introduce themselves, discuss preferences, express likes and dislikes, and show courtesy when getting someone’s attention, asking for information, expressing thanks, and making invitations. Grammar, vocabulary, and culture are integrated into the thematic units. Students may conduct research on different Spanish and/or French-speaking countries using English to gain a greater understanding of the practices, products, and perspectives of the target cultures. When student travel resumes, students will have the opportunity to travel to Montreal, Canada for three days during April vacation. By the end of the course, students will be prepared to take the year-long French 1, Spanish 1, or German 1 class at the high school level or the two-year Spanish language and cultures course.
Francophone Art and Cultures
Prerequisite: None
Beginning of Course Proficiency: N-1 (Novice Low 1)
End of Course Proficiency Targets: N-2 (Novice Mid 2)
Students who successfully complete this course are prepared for French 1CP in grade 9. If desired, students can elect a new language, either German 1CP or Spanish 1CP in grade 9 also. Students who need additional support and time to develop language proficiency may elect Spanish Language and Cultures A and B, our two-year introductory language sequence, in grades 9 and 10.
Description:
This course is for students who have not taken a world language before and who would like to become acquainted with French language and Francophone cultures through a project-based exploration of cultural practices, products, and perspectives of different French-speaking countries. In each unit, language, art, culture and current events of the Francophone world are integrated. Students conduct research in English on a range of topics about the Francophone world, such as country projects, significant monuments, cultural celebrations, historical events, popular music, dance, and art genres, and complete hands-on art and culture projects. The course explores these questions: "How is diversity of the Francophone world seen in a country’s cultural practices, products, and perspectives? How are we all the same and different from one another at the same time? Why is French spoken in so many countries around the world? What makes a piece of artwork great?” When student travel resumes, students will have the opportunity to travel to Montreal, Canada for three days during April vacation. By the end of the course, students will be prepared to take French 1 or another introductory language class at the high school level.
Units of Study:
Canada—How does a person’s culture impact art? How do people tell stories through art? Does being Canadian have the same meaning to all Canadians? How does language impact cultural identity? How is emotion and mood expressed through art?
France—How does art impact culture? What does it mean to be French? How does culture shock happen, and how can we deal with it while traveling?
Haiti—What is the cost of freedom? How does history shape a culture? How do different cultures handle social challenges? How does the use of imagery and symbols in paintings convey a message about one’s culture?
Senegal—How do people share stories of their identities? Why do people wear masks? How is music a part of one’s culture? Why do people create monuments?