9-12 World Language
French students at the Metropolitan Museum of Art.
6-12 World Language Vision
The Ridgefield World Language Department believes that the ability to speak more than one language is necessary to become a successful participant in 21st-century society. We foster curiosity and respect for other cultures through a purposeful progression of authentic proficiency-based activities and experiences, empowering students to take risks using the target language, with the ultimate goal of preparing them to participate, collaborate, and problem-solve as global citizens.
The Ridgefield World Language program prepares students to function in multilingual communities at home and abroad. They develop a better understanding of their own language and culture and gain knowledge and understandings that can only be acquired through the target language. Students engage in the skills of reading, listening, writing, and speaking in the target language and then demonstrate how well they use those skills in the three modes of communication: interpretive, interpersonal, and presentational. Emphasis is placed upon being able to use language in meaningful, real-world situations. Assessments focus on what students can do in the target language and are designed to measure their increasing proficiency.
Course Progressions
Spanish students get a visit from the Aldrich museum to learn all about art from the Dominican Republic.
Italian students dance the Tarantella to celebrate Italian Heritage Month.
Mandarin students visit the Hammond Museum.
Sample Units of Study
Level 1
Getting Acquainted: Who am I? Who are you?
Schooling Around the World: What role does school play in our lives?
Creating Community: How are we connected to others?
Summer Life: How do we relax and have fun in the summer?
Level 2
Our Identities: How are our identities shaped by where we live?
Culinary Adventures: What does the world eat?
Travel and exploration: What makes a country special?
Our Stories: What can we learn from our stories?
Level 3
Our Emotional Selves: What is art? How does man express himself?
The Environment and Consumerism: What do our actions as consumers say about who we are? Why does sustainability matter?
Balanced Lifestyle: What is a balanced lifestyle and how do we achieve it?
First Impressions: How does the media shape our view of the world and ourselves?
Why do stereotypes exist and how do we avoid judging or stereotyping others?
Level 4
Ready for the future: How does identity affect one’s daily life and career choices? Who works and why?
Immigration/Human Rights: What are the challenges that immigrants face? How have they contributed to society?
World Heritage Sites:What is the value of preserving natural and cultural properties for future generations?
Volunteerism: Why volunteer?
Level 5/AP
Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics.
Proficiency Testing
The ACTFL Assessment of Performance towards Proficiency in Language (AAPPL) is an assessment of standards-based language learning across the three modes of communication. The AAPPL assesses Interpersonal Listening/Speaking, Presentational Writing, Interpretive Reading, and Interpretive Listening, and ratings are assigned according to the ACTFL Performance Descriptors for Language Learners. The ACTFL Latin Interpretive Reading Assessment (ALIRA) is a computer-adaptive assessment of Latin students' ability to read for comprehension a variety of Latin-language texts.
Students take the AAPPL exam at the end of 8th grade(Level 1) and then again in Level III and IVH. These exams recognize students’ academic efforts, help them to see the tangible benefits of being bilingual and biliterate, and of being prepared to live and work in the 21st century. They also serve to inform teacher instruction as well as curriculum, and they affirm the value of diversity while honoring the multiple cultures in our community. This provides both students and teacher valuable information about where a student is on their path to proficiency and at RHS, it can qualify them for the Seal of Biliteracy.
Seal of Biliteracy
The Seal of Biliteracy is an award given in recognition of students who have attained proficiency in two or more languages by high school graduation. Appearing on a certificate, the Seal of Biliteracy is a statement of accomplishment for gaining competency in two or more languages and is viewed as an asset when applying for a job or for college admission. The Seal serves to certify attainment of biliteracy for students, employers and institutions of higher education. It is a statement of accomplishment that helps to signal evidence of a student’s readiness for career and college, and for engagement as a global citizen.
In order to receive the Seal of Biliteracy students must:
• Be in 10th grade or higher AND
• Complete the English language requirements from a Connecticut high school where the primary language of instruction is English AND
• Attain an Intermediate Mid proficiency rating in a second language on a school approved assessment such as the AAPPL or ALIRA.
Students who earned the Seal of Biliteracy in Latin- 2023