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?
Prerequisite: None
Beginning of Course Proficiency: None
End of Course Proficiency Target: N-1 (Novice Mid 1)
Description:
Introduction to World Languages exposes grade 6 students to world languages study. Students are introduced to Francophone and Hispanic cultures through basic language expressions and cultural study. Students learn how to greet others, introduce themselves, and ask and answer simple questions in the target languages. In this world languages course, students learn basic interpretive strategies to understand and communicate in Spanish and French by using stimuli such as ads, charts, graphs, and images. Students explore the countries and regions where French and Spanish are spoken, and reflect on how to communicate in ways that honor other people’s languages and experiences as well as their unique cultural products, practices, perspectives.
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.
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 to take French 1CP or Italian 1CP (when offered) in grade 9 also.
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.
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. Students will have the opportunity to travel to Montreal, Canada for three days during April vacation.
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 to take Italian 1CP (when offered) or Spanish 1CP in grade 9 also.
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.