Foreign Language Instruction at Santa Catalina School

The mission of the Santa Catalina School Foreign Language Department is to provide excellence in instruction in French, Latin and Spanish so that graduating students are not only proficient in reading, writing and speaking their target language(s) but are also culturally literate. Our faculty is dedicated to the premise that fluency in at least one language besides English is crucial in today's complex world. In short, we see an important opportunity to foster in students a sense of humanity and to promote an understanding and appreciation of different customs, thinking patterns, values and histories.

Through a stimulating and highly supportive academic environment, Santa Catalina students gain a solid grounding in the study of their target language(s). Our language teachers are either native speakers or have spent extended periods abroad studying, working and traveling. Thus, they offer unique perspectives in the classroom. By taking a multidisciplinary approach to the study of language, each class ties in what students are learning in their other classes, such as English, history or religion.

At all levels, the study of vocabulary, grammar and syntax is balanced by the exploration of culture through literature, art, history, music and film. Students might, for example, produce an independent study project (worth 10% of their semester grade). Oral competency exams are also part of the curriculum in order to insure that students are able to converse and verbally function in a variety of situations. By providing such training in the field of foreign languages, we hope to help plant the seeds for the next generation of multilingual professionals.

With that in mind, the Language Department encourages students to travel abroad during the summer and recommends and/or sponsors a selection of programs each year. In the past, such programs have taken place in Mexico, France, Spain and Italy and include, whenever possible, the presence of one or more of our language teachers. Such programs usually focus on coursework in the target language coupled with guided tours, home stays, and/or community service.

Students entering Santa Catalina School with previous experience in French, Latin and/or Spanish are placed by examination at the appropriate level. Upon review and approval, students particularly interested in language may study two languages simultaneously (i.e. Spanish and French, Latin and Spanish, etc.), provided they are not taking classes at the same level.

Curriculum

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French 1: Students enrolled in French 1 will begin their study of a foreign language and culture. Perhaps for the first time, students will confront the realization that groups of people (in this case, French speakers in France and the Francophone world) communicate in a language other than English. In French 1, students will learn that words (i.e. spoken language) are not the only way that French speakers communicate and that body language, facial expressions, gestures, and eye contact all play an important role in learning how to communicate successfully in French.
French 2: This course provides students with a second-year course in French. Students gain a deeper understanding of the French language and, in a broader sense, Francophone culture, literature, and geography. Excel-lence in speaking and writing in French at the second year level is stressed. French 2 students continue to acquire basic communication skills as well as to practice and improve previously acquired language abili-ties. Pronunciation is focused on so students do not fall into bad pronunciation habits. Students move beyond formulaic expression, and emphasis is placed upon risk-taking and intuitive experimentation with language through such strategies as circumlocution, cognates, and word-formation. The main verb tenses learned in year 2, beyond those learned in French 1 (present and passé compose) are: 1. Present 2. Passé compose (irregular verbs) 3. Conditional 4. Futur simple 5. Imperfect 6. Future 7. Commands 8. Subjunctive Students enrolled in this course should be aware that their aptitude for learning a language as well as their performance throughout the year will be taken into account in the decision to recommend them for French 3 or French 3 Honors for the following year. A student with aptitude who does not work hard will not be recommended for the Honors course. Only outstanding students will be recommended. French will be spoken de rigeur in class by both teacher and students to the absolute maximum extent possible.
French 2 Honors: French 2 Honors students will continue to acquire basic communication skills in French as well as to practice and improve previously acquired language abilities. Students will begin to move beyond formulaic expression, and emphasis will be placed upon risk-taking and intuitive experimentation with language through such strategies as circumlocution, cognates, and word-formation. The French 2 Honors course addresses the same material as the French 2 course but at a faster pace, with greater demand for accuracy in writing and speaking, and with greater fluency in speaking. Students will be required to assimilate more complex grammatical structures and a broader range of vocabulary. They will also be required to show greater ability to comprehend written and spoken French. This course is the first step in a sequence that leads to the French III Honors course and eventually to the Advanced Placement courses. As such, it requires a high level of commitment from students.
French 3: This course provides students with a third-year course in French. Students gain a deeper understanding of the French language and, in a broader sense, Francophone culture, literature, and geography. Excellence in listening, speaking, reading and writing in French are all stressed. French 3 students acquire more ad-vanced communication skills and build upon previously acquired language abilities. Grammar is studied in depth. Pronunciation is honed and students are expected to move beyond formulaic expression and to use more colloquial sounds and expressions.
French 3 Honors: The French 3 Honors Course consolidates and expands previously acquired content and skills. Risk-taking, elegance of expression, accuracy of form, elaboration, and an awareness and appreciation of cultural differences are the on-going goals of the honors sequence of French. The specific course requires increased quantity and frequency of writing; it expects students to provide mostly paragraph-length answers when speaking and connected paragraphs when writing. The course also introduces students to the literature of France and of francophone countries as historical, cultural and esthetic modes of expressions. The French 3 Honors course leads directly into the Advanced Placement courses. It thus requires a sustained high level of commitment from students.
French 4: The French 4 course builds and expands on the knowledge and skills acquired in level 3 with regard to speaking, listening, reading and writing. In addition, French 4 students also read one or more literary works in French to prepare them for French Language Advanced Placement or other advanced level French studies at university. The French 4 course emphasizes the use of French for active communication in order that students: 1. understand French in various contexts; 2. possess a French vocabulary sufficiently ample for reading literary texts, newspaper and magazine articles, and other non-technical writings without dependence on a dictionary; 3. be able to express themselves resourcefully, coherently, and with reasonable fluency and accuracy in both written and spoken French. Students enrolled in this course must already possess a good command of French. Grammar review is a major part of this course. Vocabulary building, grouped into thematic vocabulary lists, is also a major part of the course.
French Language AP: The French Language Advanced Placement course builds and expands on the knowledge and skills acquired in the previous levels with regard to speaking, listening, reading and writing. In addition, French Language Advanced Placement students also read one or more literary works in French to prepare them for Advanced Placement Literature or future, advanced level French studies. The French Language AP course emphasizes the use of French for active communication in order that students: 1. understand French in various contexts; 2. possess a French vocabulary sufficiently ample for reading literary texts, newspaper and magazine articles, and other non-technical writings without dependence on a dictionary; 3. be able to express themselves resourcefully, coherently, and with reasonable fluency and accuracy in both written and spoken French. Students enrolled in this course must already possess a good command of French grammar and vocabulary and should have developed competence in listening, reading, speaking, and writing. By the end of this AP course, their French skills should be equal or superior to those of college students who have completed a third-year French Language course.
French Literature AP: The aim of the course is to improve reading and writing skills at the third-year college level. To that end, students are expected to demonstrate, in writing, an ability to analyze, interpret, and synthesize literary texts. The AP French Literature course is not a formal survey of literary history, but rather an introduction to representative works of prose, poetry, and drama from different periods. Students should, however, be aware of the cultural context of the works read. Students will also acquire basic concepts and terminology of textual analysis. By learning to identify and interpret the various elements that enter into the composition of a literary text and to perceive their relationships, students acquire a fuller understanding and appreciation of the art and significance of literature.
Latin 1: Classical civilization lies at the foundation of Western thought and tradition. Latin, the language of Rome, is the parent language to all Romance languages; knowledge of Latin provides insight into the modes of thought that shaped the modern cultures of Europe and the Americas. Students will learn how to read the great ideas of the past in their original form. Students will also examine the religious, mythological, philosophical, social and cultural forces that helped form them. In this way, the core ideals of modern society are placed in context and the student gains critical perspective and a sense of history. Each Latin class is a year-long course. The primary focus of Latin I is to enable the students to translate, generate, and analyze basic Latin sentences and structures. To this end, accuracy in the generation and identification of grammatical forms is heavily emphasized. The course also examines the influence of Latin on the vocabulary and sentence structure of the English language.
Latin 2: Classical civilization lies at the foundation of Western thought and tradition. Latin, the language of Rome, is the parent language to all Romance languages; knowledge of Latin provides insight into the modes of thought that shaped the modern cultures of Europe and the Americas. Students will learn how to read the great ideas of the past in their original form. The student will also exam the religious/mythological, philosophical and social/cultural forces that helped form them. In this way, the core ideals of modern society are placed in context and the student gains critical perspective and a sense of history. Each Latin class is a year-long course. The primary focus of Latin II is to build on what students have learned in Latin I. Students will continue to translate, generate, and analyze basic Latin sentences and structures. The student will maintain and refine accuracy in the generation and identification of grammatical forms is heavily emphasized. The course also examines the influence of Latin on the vocabulary and sentence structure of the English language.
Latin 3: Classical civilization lies at the foundation of Western thought and tradition. Latin, the language of Rome, is the parent language to all Romance languages; knowledge of Latin provides insight into the modes of thought that shaped the modern cultures of Europe and the Americas. Students will learn how to read the great ideas of the past in their original form. Students will also exam the religious, mythological, philosophical, social and cultural forces that helped form them. In this way, the core ideals of modern society are placed in context and the student gains critical perspective and a sense of history in this year-long course. The primary focus of Latin III is to build on what students have learned in previous Latin courses and to reinforce successful skills and techniques for reading. The student will be expected to apply her skills to translate, generate, and analyze longer edited Latin passages and sentences. The student will continue to refine accuracy in the generation and identificaton of grammatical forms. The course will also examine the influence of Latin literature on post-classical literature.
Latin 4: Classical civilization lies at the foundation of Western thought and tradition. Latin, the language of Rome, is the parent language to all Romance languages; knowledge of Latin provides insight into the modes of thought that shaped the modern cultures of Europe and the Americas. Students will learn how to read the great ideas of the past in their original form. Students will also exam the religious, mythological, philosophical, social and cultural forces that helped form them. In this way, the core ideals of modern society are placed in context and the student gains critical perspective and a sense of history in this year-long course. The primary focus of Latin IV is to build on what students have learned in previous Latin courses and to reinforce successful skills and techniques for reading. The student will be expected to apply her skills to translate, generate, and analyze longer edited Latin passages and sentences. The student will continue to refine accuracy in the generation and identification of grammatical forms. The course will also examine the influence of Latin literature on post-classical literature. Considerable time will be spent on reading fuller texts, including drama and Early Christian writers.
Spanish 1: Spanish I is a first-year introductory program aimed at preparing students to communicate in Spanish - converse with others, express their own ideas in writing, and read and understand what others have written. The course follows a communicative approach to language learning that emphasizes developing proficiency and communicative competency in all four-language skills-speaking, listening, reading, and writing. In addition to helping students to acquire the Spanish language, the course also helps prepare them to interact socially and professionally with native Spanish speakers by helping them understand the cultural assumptions of the Spanish-speaking world, the cultural norms of these diverse societies, and their growing importance in the global community. Each chapter in the program is organized around a cultural or practical theme, with grammar, vocabulary, and culture working together as an interactive unit.
Spanish 2: Spanish 2 serves as a continuation of Spanish 1 as it prepares students to better communicate in Spanish: to converse with others, express ideas in writing, and to read and understand what others have written. The course develops proficiency and communicative competency in the four language skill areas of speaking, listening, reading, and writing. In addition to helping students acquire the Spanish language, the course also helps prepare them to interact socially and professionally with native Spanish speakers by helping them understand the cultural assumptions of the Spanish-speaking world, the cultural norms of these diverse societies, and their growing importance in the global community. Each chapter in the program is organized around a cultural or practical theme, with vocabulary, grammar, and culture working together as an interactive unit. Finally, the students learn not only about Hispanic culture and society from their textbook and ancillary materials, but the class will seek to explore the realities of the Hispanic community in and around the Monterey Peninsula.
Spanish 3: Spanish III is in part a continuation of what students have learned in Spanish II, with greater emphasis on conversation and composition. Students will review many of the forms presented in the previous year but will study structures, uses and forms in greater depth and with greater detail. The textbook Interacciones will present certain aspects of culture and society in greater depth, and as follow-up, the class will examine and discuss these topics and explore ideas through discussions, compositions and independent and/or group projects. This course will continue to emphasize the communicative approach to second language acquisition and will evaluate students based on the four communicative skills: reading, writing, listening and speaking. They will be expected to write compositions with greater detail and abstract content; additionally, class discussions may often touch on mature themes, and students will learn how to address issues with appropriate discourse. Finally, we will begin to read and analyze short literary texts, as a vehicle to stimulate discussion and to further students' understanding of Hispanic culture and society. This course is designed to expand and deepen students' understanding of language structures, and the social, political, and cultural realities of people in the Spanish-speaking world both here in the Monterey County community and the global community. The focus continues to be on oral proficiency. Fiction and nonfiction readings are employed, together with film, to stimulate lively discussion and exposition relating to a variety of topics relevant to students' lives.
Spanish 3 Honors: Spanish III Honors is in part a continuation of what students have learned in Spanish II, with greater emphasis on conversation and composition. Students will review many of the forms presented in the previous year but will study structures, uses and forms in greater depth and with greater detail. The textbook Interacciones will present certain aspects of culture and society in greater depth, and as follow-up, the class will examine and discuss these topics and explore ideas through discussions, compositions and independent projects. This course will continue to emphasize the communicative approach to second language acquisition and will evaluate students based on the four communicative skills: reading, writing, listening and speaking. They will be expected to write compositions with greater detail and abstract content; additionally, class discussions may often touch on mature themes, and students will learn how to address issues with appropriate discourse. Finally, we will begin to read and analyze short literary texts, as a vehicle to stimulate discussion and to further students' understanding of Hispanic culture and society. This course is designed to expand and deepen students' understanding of language structures, and the social, political, and cultural realities of people in the Spanish-speaking world both here in the Monterey County community and the global community. The focus continues to be on oral proficiency. Fiction and nonfiction readings are employed, together with film, to stimulate lively discussion and exposition relating to a variety of topics relevant to students' lives. Additionally, such readings will begin to develop students' literary analysis in order to prepare them for Spanish AP.
Spanish 4: This advanced-level Spanish course is designed specifically for students who wish to pursue their study of Spanish beyond the language requirement for graduation. Stu-dents concentrate on developing their speaking, listening, reading and writing proficiency. The course may include use of television programs, newspaper articles, short literary works, films or film segments, videotapes, audiocassette recordings, and a variety of communicative activities. Class discussions often focus on current events. Particularly motivated students who wish to continue with their Spanish studies at Santa Catalina before graduating are encouraged to take the Spanish Language A.P. course upon com-pletion of this course.
Spanish Language AP: This course in A.P. Spanish Language covers the equivalent of a third year college course in Advanced Spanish writing and conversation. It encompasses aural/oral skills, reading comprehension, grammar, and composition. Course content will reflect intellectual interests shared by the students and teacher (art, history, current events, literature, culture, sports, etc.). Materials will include recordings, films, newspapers, and magazines. The course will develop language skills that are useful in themselves and that can be applied to various activities and disciplines rather than to the mastery of any specific subject matter. Extensive training in the organization and writing of compositions will be an integral part of the A.P. Spanish Language course. Note: While all four language skills (speaking, reading, writing, and listening) are included in each and every unit, each one of these skills will receive special emphasis in the indicated unit. The use of the computer will be very important in this course.
Spanish Literature AP: This course provides students with the equivalent of a third-year college level course, taught in Spanish, in the introduction to literature and literary analysis of a wide variety of literatures of Spain and Spanish America. Students will study the works of 38 Hispanic authors (19 Peninsular and 19 Hispanic-American writers, 3 of whom are anonymous). The texts (51 of which are mandatory, while five more texts have been selected from specifically mandated sources) cover a wide range of periods, from medieval to mod-ern (the earliest text carries the date 1335 and the latest, 1986); this range allows students to trace the de-velopment of Hispanic prose from the 14th century to the twentieth through some of its most brilliant writers. In addition to fomenting a deeper understanding of Hispanic literature, the classroom lectures, discussions and activities - together with the assigned readings and homework - will also provide stu-dents with the technical vocabulary needed to describe and debate literary issues. Excellence in writing in Spanish is stressed. The works of each author are outlined and discussed with reference to their relative position within given literary movements. The style and characteristics of each work are studied as well as the historical background and the author's life, activities, and aspirations. The movements of these works are shown as they influence and relate to each other and, briefly, to other art forms from the same period. Together, the class analyzes the prose and poetry and especially the imagery in the writings to understand how they reflect the author, the period, and Pan-Hispanic thinking and culture in general.