French 1 is designed to introduce students to the French language and to the cultures of the French-speaking world. Students develop foreign language learning strategies.

Students begin with simple memorized responses and progress toward expanded original responses. Accuracy and comprehension improve throughout the course. Students learn about culture through music, films, geography, and festivals. Students will research and present a landmark of Paris. Students will also examine remnants of the French-Canadian fur trade still evident in Wisconsin.

French 2 students continue to practice foreign language learning strategies. They briefly review the vocabulary and structures they learned in French 1. Students continue to improve their listening, speaking reading, and writing skills. Students learn to handle simple everyday survival tasks in French cultures. Some examples include: taking care of routine travel needs, meeting physical needs, asking for information complaining or refusing politely, and issuing simple invitations. French 2 students are increasingly able to create with language to express their own thoughts. They learn to initiate, interact, and participate in conversations. Students also learn to relate personal information about the past or future. Students continue to explore the cultures of the French-speaking world through films, festivals, and independent research. Students are encouraged to seek opportunities for practical application of their French skills using online resources and other technologies.

Students continue to build upon the skills, vocabulary, and structures that they have previously learned. Students go beyond the linguistic focus of primarily personal welfare and survival of level two. Students begin to discuss other people, places, and external events by describing and narrating in the past, present, and future time. Students learn to actively participate in casual conversations and ask questions as part of the give-and-take of the interaction. Students learn to handle situations that involve minor problems or unexpected developments. From the grammatical point of view, students handle basic constructions quite accurately. Students read and discuss a French novel and/or drama. Students use both French literary works and films as vehicles for learning about culture and human experience. Students are encouraged to participate in immersion experiences like Minnesota’s Concordia Language Village Camps. They are also encouraged to travel to French-speaking destinations.

Equal emphasis is on oral and written accuracy. Students progress from simple greetings and conversations to more complex self-expression. Paired-student conversations allow practice of verb structures, while students learn about culture through videos, music, and other forms of communication.

Students use their first-level knowledge of Spanish to expand into more complex conversations and reading. Paired conversation practice is used so students develop skills for use in language immersion situations. As students become more familiar with the culture of Spanish speaking countries, they are encouraged to travel with the Spanish Club (see Foreign Language Overseas Research Project).

The students can now converse easily on a variety of topics. They complete the study of language structures and extra reading materials bridge the gap between basic language study and literature. The use of video and CD ROMs expands comprehension and appreciation of the Hispanic culture worldwide and in the U.S.

Spanish IV

At this level, students are self-sufficient in Spanish and are expected to consume a

wide variety of materials from all mediums and be able to discuss their experiences comfortably in Spanish. They read several novels and study full-length films to help increase understanding of native Spanish. Advanced grammar concepts are studied.