Registration Course Name:
"Beginning less than 1 Year" 

Beginning Sequence: 

At the beginning level, students start their study of the world language with a focus on the development of proficiency. To be effective, the program provides sequential instruction to ensure the development of the necessary language skills. Focus is first placed on the development of the listening and speaking skills with reading and writing integrated later. Students use basic language to interact with their peers about familiar topics. 

• They are able to understand contextualized directions, commands, key words and phrases, and they can make inferences from materials they hear or read. 
• They rely heavily on visual cues and/or props and are involved in short presentations, including poems, songs, and other internalized materials, which help them gain insight into other cultures, as well as their own. 
• They apply learning strategies and processes from other disciplines and develop their own strategies to learn better. Students’ experience with the language is not limited to the classroom. 
• They are encouraged to take their language outside of the classroom by accessing the Internet, participating in e-mail or regular correspondence, and interacting with their community.

Grammar/Structure: 

Because of its abstract nature, grammar is selected according to the communicative functions to be mastered and is taught contextually.

Instructional Strategies: 

Young adolescents must be exposed to relevant experiences which allow them to adapt to the physical, social, emotional, and intellectual changes they are experiencing. 

• They need to be involved in positive and meaningful interactions with their peers, and, at the same time, they need opportunities to develop a positive self-concept. 
• Group and pair work are especially successful with middle school adolescents, as long as the group and pair work are centered on well-defined tasks which are broken down into manageable parts, since students this age often feel overwhelmed by long-range assignments. 
• In the classroom, young adolescents need assistance with organization and responsibility to help them move toward independence. At this level, students can work well from patterns and facts, but they have difficulty making applications. 
• They have little tolerance for ambiguity. For this reason, they need explicit practice with a model. Since they have little patience for anything which is different, teachers will want to stress similarities, rather than differences, especially when dealing with culture.

Registration Course Name:
"Beginning 1 Year" 

This is the 2nd year of language acquisition. Students have 1 Year of prior instruction (or equivalent.)

Beginning Sequence: 

At the beginning level, students start their study of the world language with a focus on the development of proficiency. To be effective, the program provides sequential instruction to ensure the development of the necessary language skills. Focus is first placed on the development of the listening and speaking skills with reading and writing integrated later. Students use basic language to interact with their peers about familiar topics. 

• They are able to understand contextualized directions, commands, key words and phrases, and they can make inferences from materials they hear or read. 
• They rely heavily on visual cues and/or props and are involved in short presentations, including poems, songs, and other internalized materials, which help them gain insight into other cultures, as well as their own. 
• They apply learning strategies and processes from other disciplines and develop their own strategies to learn better. Students’ experience with the language is not limited to the classroom. 
• They are encouraged to take their language outside of the classroom by accessing the Internet, participating in e-mail or regular correspondence, and interacting with their community.

Grammar/Structure: 

Because of its abstract nature, grammar is selected according to the communicative functions to be mastered and is taught contextually.

Instructional Strategies: 

Young adolescents must be exposed to relevant experiences which allow them to adapt to the physical, social, emotional, and intellectual changes they are experiencing. 

• They need to be involved in positive and meaningful interactions with their peers, and, at the same time, they need opportunities to develop a positive self-concept. 
• Group and pair work are especially successful with middle school adolescents, as long as the group and pair work are centered on well-defined tasks which are broken down into manageable parts, since students this age often feel overwhelmed by long-range assignments. 
• In the classroom, young adolescents need assistance with organization and responsibility to help them move toward independence. At this level, students can work well from patterns and facts, but they have difficulty making applications. 
• They have little tolerance for ambiguity. For this reason, they need explicit practice with a model. Since they have little patience for anything which is different, teachers will want to stress similarities, rather than differences, especially when dealing with culture.

Registration Course Name:
"Continuing 2 Years" 

Continuing Sequence: 

At the continuing level, students expand on the language skills previously acquired through study at the elementary and/or middle school level. Reading and writing continue to be natural extensions of listening and speaking skills. Study includes broader areas of knowledge and interest to reflect students’ age group and language level. Students communicate orally and in writing with their peers and others using more complex language.

• They understand main ideas and some supporting details without relying as heavily on visual cues or props. Students tell or retell stories and present skits, songs, poetry, and personalized statements to a variety of audiences. 
• They continue to familiarize themselves with other cultures by participating in activities characteristic of young adolescents in the target cultures. Students explore viewpoints and attitudes behind traditions, celebrations, and people’s attitudes, and by doing so, they reflect on their own culture and language. 
• They continue to look for connections between the target language and other disciplines and they apply strategies learned in various content areas. To make language relevant, students access technology and other media and they apply their language outside of the classroom.

Content: 

Beginning secondary students may restrict their language to the self and other highly familiar topics. However, as their language develops, students taking high school credit courses are able to communicate beyond the self. At the advanced levels, 

• They can use the language to discuss current events, the arts, history, etc. 
• They begin to communicate about more abstract topics, such as government, educational systems, and literature.

Grammar: 

Because of its abstract nature, grammar is selected according to the communicative functions to be mastered and is taught contextually.

Instructional Strategies: 

Young adolescents must be exposed to relevant experiences which allow them to adapt to the physical, social, emotional, and intellectual changes they are experiencing. 

• They need to be involved in positive and meaningful interactions with their peers, and, at the same time, they need opportunities to develop a positive self-concept. 
• Group and pair work are especially successful with middle school adolescents, as long as the group and pair work are centered on well-defined tasks which are broken down into manageable parts, since students this age often feel overwhelmed by long-range assignments. 
• In the classroom, young adolescents need assistance with organization and responsibility to help them move toward independence. At this level, students can work well from patterns and facts, but they have difficulty making applications. 
• They have little tolerance for ambiguity. For this reason, they need explicit practice with a model. Since they have little patience for anything which is different, teachers will want to stress similarities, rather than differences, especially when dealing with culture.