By Justin Morales
As crazy as it seems, underclassmen will be selecting courses for the 2026-2027 school year in just a few months. With this in mind, it would be beneficial to briefly overview some of the elective-based classes offered here at Nyack High School to give students a brief insight into their futures, should they choose any of these specific classes.
This month I spent a day in AP Spanish: Lang & Culture. Now I’m completely biased as a student taking AP Spanish for the full duration of the school year, but this class – and the AP Spanish track as a whole – is in desperate need of an overview as some students are fearful to register because of its difficulty, while others are unaware that this opportunity even exists.
AP Spanish, or Advanced Placement Spanish: Language and Culture, is the fifth level Spanish course available to students who complete Spanish 1, Spanish 2, and Spanish 3. Spanish 4H is strongly recommended for students with an interest in AP Spanish as approximately half of the AP content is introduced and it aims to prepare students with the necessary, baseline skills and framework to succeed when they ultimately take AP Spanish.
AP Spanish – especially the course offered at Nyack High School – is notorious for its demanding workload and high expectations; but in exchange, Mrs. Foster promises that students will greatly enhance their Spanish capabilities and gain a new form of confidence in their second (or in some cases, third) language. On this specific day, Friday, October 24th, students conducted research on the United Nations Declaration of Human Rights – in Spanish of course – and discussed outstanding articles and their implications in both our nation and Spanish-speaking countries. In addition, student responses were typed into a class Padlet. This is one of many examples in which AP Spanish addresses real-world themes such as those relating to human rights, poverty, government corruption, and global beauty standards.
These themes make AP Spanish more than an average foreign-language class; there’s less of an emphasis on learning grammar and vocabulary, as those skills are expected from previous levels of the course. Instead, students focus on building their understanding of the Spanish-speaking world and better their language skills through rigorous, realistic practice with audios, advanced essays, and presentations.
After discussing the Declaration of Human Rights, students began a project researching an impactful global advocate for peace. Splitting into small groups, the students searched for articles and sources on their selected advocate and began crafting slideshow presentations completely in Spanish regarding the individual’s background, impact, and method of action, with intentions to present their projects the following Tuesday in class.
When asked about her experience in AP Spanish, student Haley Serrano, grade 11, said, “I feel like my experience in Spanish 4H and AP Spanish has really strengthened my global awareness. Last year in [Spanish] 4H, we had the opportunity to discuss a lot of important issues in Spanish-speaking countries, and it made me feel more connected to the Spanish-speaking community by being able to engage in those conversations.”
“It ended up being much more rigorous than I imagined, but it was also really rewarding,” Serrano added. “Even though 4H was challenging at times, I never considered dropping it because I felt comfortable in the environment and knew my teacher was always willing to help and support my growth.”
Serrano strongly agrees that it is important that students are aware of – and better prepared for – the Spanish 4H expectations prior to registering for the course. Regardless, students should not feel discouraged or fearful in signing up; even if a student’s technical skills are weaker than average, it’s more important that a student is willing to put in the effort towards improvement. The rest comes with time, exposure, and in-class practice.
Nyelia Paulino, another grade 11 student in AP Spanish, recounts her nerves upon entering the Spanish 4H classroom: “Going into 4H was a big decision for me, and it was one at the time I was very unsure of. When I first joined, there were times where I would question myself and wonder why I even did the course. But with help from Mrs. Foster, I was able to learn so much about what I am good at, and I was able to get resources from her to improve in those gray areas for me.”
“The jump from 3H to 4H was harder than I thought it would be, but what got me through that was asking for help, whether it was from my peers, teacher, or parents,” Paulino described. “Despite the discouragement I did experience when starting the class, being able to persevere and push myself was a reward in itself, and being in AP is something I am proud of, and it reminds me that effort and determination is what matters most.”
Students willing to embrace the challenge and enhance their Spanish language skills should consider AP Spanish at some point in their high school career. Personally, I’ve had an amazing time and I feel like the tight-knit community that comes with the smaller class size – and the collective struggle – has only elevated the experience. Through this class, I’ve also become eligible for the New York State Seal of Biliteracy – a formal recognition for students who are able to meet sufficient requirements in two different, approved languages. Students who are interested or want to know about any alternatives can speak to World Language Department Chair Dr. Douce (edouce@nyackschools.org), or AP Spanish teacher Mrs. Foster (rfoster@nyackschools.org).