“Knowing how, when, and why to say what to whom”
These ten words state the purpose for studying another language.
Effective person to person interaction encompasses linguistic and social knowledge – two components of the world language classroom. The contemporary organizing principle for world language study is communication; grammar and vocabulary are tools in acquiring the skill to communicate effectively with native speakers in other languages.
According to the American Council on the Teaching of Foreign Languages (ACTFL), there are five C’s that identify foreign language education: Communication, Cultures, Connections, Comparisons, and Communities.
Communication is at the heart of second language study, reflected in the four skills of speaking, reading, writing, and listening.
Through the study of other languages, students gain a knowledge and understanding of cultures in which the language is spoken. These cultures differ from the student’s own background, and so introduce him/her to a new way of thinking, a new way of looking at life. Such a perspective may lead to fresh problem solving approaches.
Learning languages provides connections to bodies of knowledge that may be unavailable to the monolingual speaker, where meaning is sometimes lost in translation. Connections are also made in recognizing that, although different in some ways, we all belong to one human family.
Through comparisons and contrasts with the language being studied, students come to realize that there are multiple ways of viewing the world – a necessary and critical skill in the global world of the 21st century.
Seen together, these first four elements enable the student of languages to participate in multilingual communities in a variety of contexts in culturally appropriate ways.
Language and communication are at the heart of the human experience. We travel the distance of centuries through literature. Through discussion, we connect with one another and share mutual interests; in so doing, we enhance one another’s knowledge of a subject. Thus the goal of today’s foreign language classroom is language acquisition for communication in meaningful and appropriate ways with speakers of other languages.
World Language Curriculum
Moore Catholic Offers Italian and Spanish:
The Level I language course introduces the student to the world language. The student is initiated to the four complementary language skills of speaking/listening, reading/writing. These skills are introduced in a cultural context. The aim of the course is to provide students with basic skills required to communicate effectively with native speakers. The language classroom provides daily opportunities for students to use the target language in settings correlated to real situations. Technology reinforces the practice of grammar and structure in the particular language.
This course reinforces the Level I curriculum by building on vocabulary topics previously introduced. The four language skills are enhanced through the use of dialogs and readings followed by discussion and writing. Cognates and idioms are incorporated into language use. Technology is used to perfect accents and listening skills, as well as to make cultural connections. The aim of the course is to produce speakers who are effective and accurate communicators with native speakers of the language.
Level III is an upper/intermediate level course. The aim is to provide students with the assurance and confidence to use the language independently, outside of the classroom. Advanced vocabulary is added to the foundational vocabulary that students have mastered. The language skills of speaking/listening, reading/writing are used to explore the traditions and cultures of countries where the language is spoken. Technology increases students’ awareness of cross-cultural understandings through visual images and auditory comprehension of speakers of various backgrounds.
Level IV is an advanced level course that uses research projects, seminar presentations, and literary portfolios for assessment. The aim is for each student to achieve communicative competence as an independent user of the language. This goal is accomplished through the study of the target language in various communities where it is spoken. Students collaborate to produce paired dialogs that mirror real-life use of the language; they role play to enhance vocabulary. In order to make connections between cultures, cognates are stressed. Literary selections that image shared identities are read and discussed. Author studies, and the lens of history, provide a background for the exploration of culture and civilization to complete the four year sequence.
The Language Department sponsors an International Club. All interested students may participate. There are film and food offerings, as well as presentations, and celebrations for various festivities such as Chinese New Year, and Cinco de Mayo.