We believe in today’s world, learning a foreign language is a key element of success in this global society and will better prepare students for their future. Students who study a second language and culture have a powerful foundation for successful communication. The study of any World Language can foster the ability of students to do these tasks:

• Communicate and interact with people in the target language
• Improve their understanding and sensitivity to cultural similarities and differences
• Develop an appreciation of cultural differences
• Succeed in an ever-changing and competitive global community
• Enter into a diverse workpla ce and/or continued education
• Improve critical thinking and problem solving skills
• Engage in life-long learning
• Participate in the local, national and world communities
(from Pennsylvania Academic Standards Document – May 2002)

Elementary students in Grade 4 begin their study of World Languages with Spanish. Students will learn basic skills and concepts that will provide them the opportunity to participate in a simple dialogue both in the Spanish Class and in the content areas. Students receive instruction with a certified Spanish Teacher. The regular Elementary classroom teacher will participate and co-teach the classes so basic skills can be reinforced in the regular classroom.

At the Fifth Grade level, students can select to continue studying Spanish or elect to begin their World Language Experience in French or German throughout Middle School.

Our World Language Curriculum is designed using the proposed Pennsylvania Academic Standards for World Language and the ACTFL (American Council of Teachers for Foreign Language) proficiency guidelines.

The ACTFL Proficiency Guidelines are used throughout the nation to identify specific ability to accomplish linguistic tasks representing a variety of levels. These are global characterizations of integrated performance in four language skills – speaking, writing, reading, and listening.

The proposed Pennsylvania Academic Standards identify three key performance indicators for World Languages that describe what students should know and be able to do in following areas: Communication in a Targeted Language, the Role of Culture, and World Languages in the Community. In addition, students will be provided opportunities to compare and connect to other subject areas, especially English. The Proposed Pennsylvania Academic Standards describe four stages of language learning and proficiency to include:

Stages 1 and 2 - provide content and performance indicators for introduction of a target language
Stages 3 and 4 - provide students with the opportunity to further their language knowledge and proficiency

Levels of proficiency at each benchmark level can be Low, Mid, or High. Advanced levels of proficiency are generally only attained by some university students and /or those specializing in World Languages as a career and life-long learning experiences.

Novice Level
The student will be able to:
• list
• recite
• name
• speaks with short, memorized expressions
• Student communicates mostly at word level.

Proficient Level
The student will be able to:
• create simple descriptions
• ask different types of questions
• give directions
• handle basic social and survival situations
• Student communicates at sentence level.

Advanced Level
The student will be able to:
• narrate
• describe
• summarize
• compare and contrast
• discuss past and future events
• initiate, sustain and close a conversation
• Student communicates at paragraph level.

Elementary - Spanish
By the end of the Elementary Level (Grade 4), students will obtain knowledge and skills within the ACTFL Novice Low Level and Stage 1 of the Pennsylvania Academic Standards.

Topics covered at this level include: introductions, school related
activities, family members, geography, clothing, and our community. Students will be able to:
• Introduce oneself to another person
• Demonstrate basic classroom commands
• Identify classroom objects and subjects
• Ask basic questions
• List the days of the week and months of the year
• Recite the numbers 0-31 (third grade) and 32-100 (fourth grade)
• Identify members of the family
• Identify basic foods
• Describe basic weather conditions along with the seasons
• Describe the culture and geography of the Spanish speaking countries
• Tell time
• Discuss one’s likes and dislikes with a friend
• Describe modes of transportation
• Identify people and places around town
• Demonstrate effective ways of communication

Oral Assessments will be used that elicit single word responses in dialogue when familiar cues and questions are provided. Vocabulary quizzes and written tests will be given throughout the course. Reading and Writing with a focus on production and comprehension using words and short phrases will be addressed in various ways.

Middle School
World Language instruction is offered to every Middle School student every other day for 43 minutes in Grades 5, 6, and 7. At the eighth grade level, students will have World Language Class every day for 40 minutes. It is our goal to have students gain proficiency in Level 1 Language or equivalent at the ACTFL Intermediate Low Level.

Selection of the Language
Students may elect to continue their study of Spanish or select to study French or German beginning in Grade 5.

Throughout the study of World Languages, students will see the same topics several times family, numbers, weather, school related activities and others; but each time they are approached from a different and more complex perspective, and with different activities.

Students will be assessed for reading and listening comprehension as well as oral and written production, with a focus on proper grammar techniques. Vocabulary quizzes, written tests, listening and oral assessments as well as special projects will be used in these class.

High School
Our goal is to offer College in the High School and Advanced Placement Classes in all three languages. As a graduation requirement, students must be proficient in Level II of a language.

A Shared Responsibility
If students are to benefit from their school experience, learning becomes a shared responsibility between the student, the parent, and the teacher. The South Fayette School District staff has identified key expectations that need to take place if we are to improve student achievement.

Student Expectations
¨ Complete all homework assignments
¨ Bring all required materials to class
¨ Participate actively in small and large group oral language practice
¨ Follow classroom rules
¨ Respect the rights of others
¨ Ask questions when you do not understand
¨ Study, practice, and learn new words and phrases.
¨ Use what you have learned to communicate with your teacher and classmates

Parent Expectations
¨ Provide a quiet place for the child to do homework or study
¨ Establish time for homework and review the assignments to see if they are complete
¨ Communicate with the school on a regular basis
¨ Encourage your child to use the language and practice his/her skills

Teacher Expectations
¨ Provide a classroom learning environment that promotes second language proficiency for all students
¨ Infuse authentic cultural information into second language instruction
¨ Communicate with parents on a regular basis
¨ Use multiple forms of assessments to evaluate student performance and to inform students on their progress toward attaining proficiency