Q: What are the Department's learning objectives and how were these objectives developed?
A: The Upper School French & Spanish Department is a proficiency-based program. As such, the development of the critical second-language learning objectives (speaking, listening, reading, writing and culture) are based on the American Council for Teachers of Foreign Languages (ACTFL) Standards for Foreign Language Learning, Preparing for the 21st Century: communication, cultures, connections, comparisons and communities. "Communication is at the heart of second language study, whether the communication takes place face-to-face, in writing, or across centuries through reading of literature. Through the study of other languages, students gain knowledge and understanding of the cultures that use that language and, in fact, cannot truly master the language until they have also mastered the cultural contexts in which language occurs. Learning languages provides connections to additional bodies of knowledge that may be unavailable to the monolingual English speaker. Through comparisons and contrasts with the language being studied, students develop insight into the nature of language and the concept of culture and realize that there are multiple ways of viewing the world. Together, these elements enable the student of languages to participate in multilingual communities at home and around the world in a variety of contexts and in culturally appropriate ways."

Q: How does the faculty respond to a variety of learning styles in the classroom/program?
A: In a student-centered, proficiency-based program, like the Upper School French & Spanish Department, which focuses on five very different but complementary objectives (speaking, listening, reading, writing and culture), the methods used tend to be both varied and dynamic, which aids the different learning styles often encountered within the classroom. Since visual learners tend to think in pictures, many visual displays are incorporated, including diagrams, maps, posters, illustrated textbooks, overhead transparencies, videos, flipcharts and hand-outs. For auditory learners, verbal lectures, discussions, talking things through and listening to what others have to say are daily practices. Our tactile/kinesthetic students benefit from a hands-on approach, through interactive classroom games, skits and role-plays. Also projects, like oral and video presentations, actively explore the physical world around them. The overall grade is ultimately calibrated by balancing the weights of the five aforementioned language learning objectives, so that no one learning style is favored, allowing students to equally exhibit their strengths and improve upon their weaknesses.

Q: What methods are used to determine student placement?
A: Initial student placement in the Upper School French & Spanish Department is independent of age. Since the program is proficiency-based and student-centered, placement is exclusively dependent upon ability in the target language, determined by language-specific Department faculty in one-on-one placement interviews with both the incoming student and the parent(s)/guardian(s). Since there is a successive, three-year upper school, common foreign language graduation requirement, the faculty evaluator, along with the student, in conjunction with the family, need to project three years ahead to see if that particular level course complements both the abilities and desires of said student and how, realistically, this might affect their transcript, while setting the student up for three years of success rather than frustration.

Q: How are learning objectives made clear and understandable to students?
A: Learning objectives are made clear and understandable to students, as well as to families, via deliberate redundancies: a General Expectations guideline administered at the beginning of the year to students (and to parents at Back To School Night), independent rubrics handed out in advance of due dates for weightier assignments, course calendars, and class web-pages with weekly assignment calendars.

Q: How does the faculty accommodate the learning needs of special students?
A: Through the active endorsement of the Upper School Division Head, and the full support of an on-site, hands-on Learning Specialist and Counselor, each teacher is informed in advance of special-needs students. Therefore, in consultation with the student (and often the family as well), the teacher is free to make any accommodations he or she deems appropriate. These accommodations may include extended time, out-of-class accessibility (e.g., tutorial, mutually free period, before and after school), extra credit, use of a laptop computer in class, and alternative assignments when appropriate.

* To learn more about Learning Disabilities and Foreign Language Learning simply click here.

Q: What kinds of student assessment practices are used?
A: In an effort to satisfy the key areas of second language development (listening, speaking, reading, writing and culture), a wide variety of student assessment practices are used within the Upper School French & Spanish Department. Some of these assessment practices include proficiency tests (aural, oral, writing and reading), quizzes (vocabulary and grammar), oral presentations (live, including PowerPoint, internet and video), formal and informal compositions, personal journals, one-on-one interviews (formal and informal, structured and spontaneous dialog), daily homework, attitude and participation.

Q: How are standardized tests used?
A: The only foreign language standardized tests used within the department are the Advanced Placement Language exams in French and Spanish, offered by the College Board every May for qualified students. Achievement on these standardized tests is independent of course grade, and therefore these courses are not test-centered, but serve to further prepare, inspire and connect students to college. Individual success on A.P. exams can help students earn college credit and placement while still in high school. Furthermore, some advanced students independently choose to take the SAT II subject-specific language test.

* To learn more about standardized tests in French and Spanish at SSFS click here.

Q: How does the department/program ensure there are a variety of pedagogical styles?
A: Albeit small, like the school itself, the Upper School French & Spanish Department is quite diverse, comprised of one French and three Spanish teachers, including one male and three female, one native and three non-native speakers, all of whom have pursued a language specialty at he university level and received, or are in the midst of receiving, graduate degrees. Language specialties vary from literature to second-language methodology, pedagogy, and ESOL, while personal teaching styles vary from the Socratic method, to a more traditional collegial approach, to a dynamic and interactive style. Furthermore, where feasible efforts are consciously made to have teachers teach every other level of a given language to offer our students a variety of pedagogical styles and hearing a different accent within our own reasonable limitations.

Q: How is the department's/program's pedagogy consistent with the division's and school's stated philosophy?
A: The SSFS Upper School French & Spanish Department curriculum embraces, in practice and in spirit, the Division's and School's stated philosophy. From active participation in cultural immersion programs, enriching field trips and international service intersession excursions, to authentic theatrical reproductions, oral presentations and meaningful discussions in the target language, our students certainly are encouraged to "let their lives speak."

Our curriculum cherishes the worth and dignity, not only of each individual, but of his or her subsequent culture, as well. These differences among us are celebrated daily in a number of pedagogical ways, and they are manifested annually and publicly in the International Assembly.

The implementation of the ACTFL (American Council of Teachers of Foreign Languages) Standards for Foreign Language Learning (communication, cultures, connections, comparisons, and communities) also reflects the School's mission statement. These standards, along with our own individual expectations and unique contributions, including the promotion of Quaker values (e.g. beginning class with a moment of silence, choosing Quaker-related topics on tests and essays, and discussing Quaker topics in class) provide a challenging academic program rooted in the sharing of insights, equality and cooperation.

Q: How does the department/program build cumulative skills in students?
A: By definition, second-language acquisition is a cumulative study. The building of the fundamental language skills (speaking, reading, writing, listening and culture) serves as the successive aim for each course level. Building these cumulative skills in students is promoted in our Upper School's three-year, common second-language requirement, and developed through review, more demanding projects, compositions and tests, as well as increased reading, speaking and instruction in the target language.

Q: In what ways does the department/program provide faculty development in these areas?
A: Opportunities for faculty development are strongly encouraged within the Upper School French & Spanish Department through various means. Aside from the Division's and School's Professional Development budgets, an annual department budget provides department faculty with modest funds for program-specific materials, including professional books, video/DVD library additions, subscriptions to professional publications, miscellaneous supplies like maps, posters and other relevant cultural iconography, etc. Furthermore, area seminars and conferences are posted, shared and encouraged. Cooperation, support and mentoring within the Department are unspoken expectations, with an open door policy to one another's classrooms. Monthly Department meetings provide yet another stimulating way for further sharing of ideas to take place.

Q: How does the department/program encourage freedom of inquiry and the teaching of critical thinking skills and independent thinking?
A: As a student-centered, proficiency-based program, the Upper School French & Spanish Department naturally encourages freedom of inquiry and the teaching of both critical and independent thinking skills. Discovery and learning fall squarely on the individual, in a fully supportive and cooperative, small-classroom environment. The Department encourages methods for teaching critical thinking through daily conversation that promotes analyses and sharing of opinions, proficiency tests (aural, oral and writing), reading quizzes (including authentic literatures), oral presentations and other projects that provide some flexibility in topic-choice and style of presentation (including the use of PowerPoint, internet and video), formal and informal compositions, personal journals, one-on-one interviews (formal and informal, structured and spontaneous dialog), daily student-centered homework, etc.

Q: How does the department/program ensure that it is congruent with the division's/school's mission?
A: Just like the school's mission statement, the Upper School French & Spanish Department believes that, as a student-centered, proficiency-based program, it also provides a welcoming and nurturing learning environment that recognizes the unique worth of each student in an effort to develop individual talents. Through the purposeful promotion of the ACTFL Standards for Foreign Language Learning, Preparing for the 21st Century (communication, culture, connections, comparisons and communities) the Upper School French & Spanish Department sincerely fosters caring, effective citizens of the world.