World Languages

Spanish Courses
French Courses
Italian Courses
German Courses
Mandarin Courses
Latin Courses
American Sign Language (ASL) Courses

World Languages Department Chair

Anthony Gonzales :: agonzales@sileducation.com

World Languages Instructors

Anena Otii :: aotii@sileducation.com
Anthony Gonzales :: agonzales@sileducation.com
Ethan Halter :: ehalter@sileducation.com
Ross Halvorsen :: rhalvorsen@sileducation.com
William Juola :: wjuola@sileducation.com

Spanish Courses

Spanish 1

This course is designed for students with no experience in the language, or for students with 1 or 2 years of middle or junior high school experience. This course introduces students to Latino and Spanish culture through readings, films, and interactive activities centered on the Spanish-speaking world.

In this course, students learn how to identify and describe their surroundings by communicating in spoken and written Spanish. Through this focus on conversation, students learn how to discuss with native speakers the differences between schools in the United States and in the Spanish-speaking countries, school activities, foods, families and family functions. Forging effective communication skills is paramount and students achieve this by studying the vocabulary at the beginning of each chapter. Photos and illustrations also aid comprehension and vocabulary acquisition by using the new words in a meaningful context. Students learn to conjugate verbs into the present and past tenses, as well as gender-agreement, pluralization, possessive pronouns, reflexive pronouns, and other grammatical concepts.

The four major aspects of language are covered in this course. These are: speaking, listening, reading, and writing. To that end, each assignment will specifically target at least one of these goals.

Prerequisites: None. This course is appropriate for beginners.

Spanish 2

This course is designed to reinforce the components learned in Spanish 1, while providing new materials to challenge the student's knowledge of the language. There is a focus on listening, speaking, reading, and writing skills throughout all phases of instruction.

In this course, students have the opportunity to review all functions and structures of components learned in Spanish 1. In addition, students acquire the following skills: making a reservation at a restaurant; discussing technology; describing quantities, sizes, and measurements; articulating about hobbies, games and activities; giving details of locations; and explaining future events. Additionally, students learn about the culture, history and geography of Spanish-speaking countries. These skills are facilitated through the use of audio programs, lectures, readings, and supplemental materials for every chapter. By the conclusion of Spanish 2, students are able to offer comparisons, indicate where things are located using adjectives and demonstrative pronouns, and how to talk about things that may or may not happen. Verb tenses covered in Spanish 2 include the preterite, the imperfect, the subjunctive, the future, and the conditional.

The four major aspects of language are covered in this course. These are: speaking, listening, reading, and writing. To that end, each assignment will specifically target at least one of these goals.

Prerequisites: Spanish 1 or equivalent.

Spanish 3

Spanish III is a weighted, in-depth course for students that have demonstrated a love, interest, and proﬁciency in the Spanish language. It exposes students to Latin-American literary forms, geography, culture, and socioeconomic issues. The students are encouraged to think critically and are challenged to expand their listening, speaking, reading and writing skills in a relaxed but concentrated classroom environment.

Content for this course is based on such themes as: the music of Latin America and Spain; festivals and holidays; the environment; physical and personal health; Spanish in the workplace; and the presence of Spanish in the United States. While most reading assignments are taken from the text, supplemental materials--including music, videos, movies, and other artistic forms--are presented.

Grammatical concepts include: verbs whose subject is the opposite of that in English; direct and indirect object pronouns and their function in standard Spanish; reflexive pronouns and how they change the meaning of a verb; comparisons of equality and inequality; the imperative tense; the subjunctive mood; subordinate clauses; the conditional tense; the multiple uses of "se"; the perfect tenses; negative transformations; relative clauses; expressions dealing with time; and the passive voice. At the conclusion of Spanish 3, students have a firm grasp of all major verb tenses.

Prerequisites: Spanish 2 or equivalent.

Spanish 4

This course is designed to be an overall review and expansion of the basic skills of Spanish. Spanish 4 is a class for the serious student of Spanish who wants to refine her/his fluency. In this course, students tackle expressions that are difficult to translate, as well as complex verb forms and all-encompassing vocabulary. The course reading includes poetry, short stories, drama, journalism, expository writing, and perhaps some excerpts from longer works of fiction. As with previous Spanish courses, reading and writing activities are supplemented by non-traditional learning forms, such as music, videos, movies, jokes, and stories. It is intended, through an in-depth examination of grammar, to increase accuracy and consistency in reading, listening, and writing, and to develop oral proficiency.

Speaking skills

Present clear, detailed descriptions on a wide range of subjects related to your field of interest.
Explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
Interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible.
Take an active part in discussion in familiar contexts, accounting for and sustaining your views.

Listening skills

Understand extended speech and lectures and follow complex lines of argument.
Understand most TV news and current affairs programs.
Understand the majority of films and television shows in standard dialect.

Reading skills

Read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints.
Understand and analyze contemporary literary prose.

Writing skills

Write clear, detailed text on a wide range of subjects related to your interests.
Write an essay or report, passing on information or giving reasons in support of or against a particular point of view.
Write letters highlighting the personal significance of events and experiences.

Some of the objectives of this course are:

Students read and comprehend more sophisticated literature and short stories.
Students write weekly journals while expanding their vocabulary.
Students speak only in Spanish in class, with clarity and confidence in familiar and more formal situations.
Students understand more complex information, conversation, and all classroom instruction, given only in Spanish.
Students recognize and appreciate cultural differences present in the various Spanish-speaking countries of the world.

This course is recommended for the student who plans to take the Spanish subject SAT test.

Prerequisites: Spanish 3 or equivalent.

AP Spanish Language

The AP Spanish Language course is designed to provide students with a learning experience equivalent to that of a third-year college course in Advanced Spanish Composition and Conversation stressing oral skills, composition and grammar. Students are expected to take the Spanish Language Examination at the conclusion of the course. The course is designed to develop a strong command of the Spanish language, with proficiency in integrating language skills and synthesizing written and aural materials, the formal writing process, extensive interpersonal and presentational speaking and writing practice, and aural comprehension skills through quality, authentic, and level-appropriate audio and video recordings.

Four skills are stressed:

Listening Skills
Throughout the year students listen to different audio selections. Movies, radio, TV news programs, videos, audio magazines, poetry recordings and songs are used throughout the year in the classroom. Students are exposed and become familiar with the differences in accent, register, and regional expressions of Spanish speakers. Music and newscasts are also an integral part of the process of deciphering aural language. Above all, the student becomes familiar with the instructor's speech habits and patterns in Spanish.

Speaking Skills
Students participate in individual activities using the target language at all times. Good pronunciation and intonation is required and self-correction is encouraged. The students use the target language integrating listening (interpersonal mode) and combine reading and listening (interpretative and presentational mode). Students interact with the instructor in daily discussions, and are also required to give formal presentations. They practice simulated conversations from the text, but also create their own exercises based on everyday situations. They become familiar with the interplay of verb tenses and conversational expressions in order to react in different situations. They practice the formal oral presentation, based on two sources, synthesizing the information from the sources and learning how to add their own opinion to the given topic.

Writing Skills
The students are expected to maintain a notebook with journal entries and informal writing tasks. The entries include: current events using authentic reading material, emails, thank-you note cards, letters to friends and relatives, postcards. Students review/learn expressions for written communication: common salutations (formal and informal), outline ideas, and how to check the work for grammatical accuracy. As electronic messages are our school's daily way of communication, the AP language students is expected to communicate in the target language via e-mail at all times. Students become familiar with the components of good writing, essay organization and the use of transitional words. Students learn how to synthesize information and begin writing analytical and/or persuasive essays at the end of the first semester. The control of grammar and syntax are also stressed. The use of an English/Spanish dictionary is encouraged.

Reading Skills
After the evaluation of our assignments and based on student's interests and skills, the instructor selects and organizes literary materials mainly from the text. Students read and discuss the selected Peninsular and Latin-American Literature.

Reading is a major part of the AP classroom experience. Thematically-grouped vocabulary words (a basic tool to accomplish any one of the four skills) are presented throughout the year. A wide variety of reading materials are used in the classroom and for homework. The students are exposed to a variety of different genres, styles, and themes in reading. The use of age appropriate material is taken into consideration and contributions made by students are always welcome. Reading online articles in newspapers and contemporary magazines from all over the Spanish-speaking world is a must. Different strategies are applied in order to develop reading comprehension: Pre-reading, reading and post-reading activities are assigned. The students learn how to predict and guess content, scan, skim, use background information and identify points of view in reading material.

note: Because AP courses should be the equivalent of courses taught in colleges and universities, it is important that a student be prepared for such rigor.

Prerequisites: Spanish 3 or equivalent.

AP Spanish Literature

The AP Spanish Literature course is designed to provide students with a learning experience equivalent to that of a third-year college course in Peninsular and Latin American literature. The course is designed to introduce students to the formal study of a representative body of Peninsular and Latin American literary texts. Students read a wide variety of genres, from a variety of time periods, so that students may trace the history of Spanish prose from medieval to modern times, encompassing the 16th through the 20th centuries. Many of the language's most revered writers are covered. The reading list is intended to acquaint students with significant works that have become standard reading in literature courses worldwide. Works are thematically related to each other to permit the tracing of themes, and subject matter is chosen to appeal to contemporary students. The expanded reading list introduces students to the diverse literature written in Spanish and thus helps them reﬂect on the many voices and cultures included in this literature.

While reading is the primary means of absorbing information, the other three major aspects of language are still present. Students continuously write responses to the works they read. These written responses are intended to foster correct mechanics and usage, as well as enhance students' ability to interpret and analyze literary works. Speaking and listening skills are also emphasized in daily conversations with the instructor. Class discussions and directions are conducted primarily in Spanish.

To ensure that the AP Spanish Literature Exam is maintained at its intended level, special studies are carried out periodically to establish the comparability of performance of college students completing a third-year Spanish Literature course and AP students. Those who perform satisfactorily on the AP Spanish Literature Exam may receive credit for a comparable college-level literature course.

note: Because AP courses should be the equivalent of courses taught in colleges and universities, it is important that a student be prepared for such rigor.

Prerequisites: Spanish 3 or 4 years of Spanish, instructor's approval*.

French Courses

French 1

French I is a class for students with no experience in the language, or for students with a 1 to 2 years of middle or junior high school experience. This course introduces the student to Francophone culture through readings, films, and interactive activities centered around French speaking regions in Europe, North America, the Caribbean, and Africa. Conducted in French as much as is practical, the course helps beginner level students to develop their communicative skills in the areas of listening, speaking, reading, and writing.

In this course, students learn regular verbs ending in "er" and some irregular verbs (to be, to have, to do, to go, etc.), present and past tenses, basic negations, questions, and adjectives. Main conversation topics include: introducing oneself, talking about food, family, telling time, and different actions in the present and past tenses. Also, students learn how to describe themselves and others. Formal speech vs informal, likes and preferences, expressions referring to age and time, locations/directions, daily activities, sports and hobbies, as well as practical expressions involving travel are also covered.

Other fundamentals of the language include the French alphabet, numbers and counting, diacritical marks, conjugation, noun-verb agreement, and gender agreement. Each chapter covers a different aspect of life, such as food and beverages, the workplace, travel, school, geography, and cultural issues.

Prerequisites: None. This course is appropriate for beginners.

French 2

French II is a continuation of the first year experience in the language. Students learn basic conversation, reading, listening and writing skills at the II level. Students learn more regular and irregular verbs. Future, subjunctive and more past tenses are introduced as well as grammar items such as question formation and pronoun usage. Main conversation topics include: talking about television, hobbies, and cultural aspects of the French speaking world.

By the end of French 2, students can use the present, future, and past tenses, give commands, make negative statements, and ask different types of questions. Students are also able to use the conditional tense to discuss hypothetical situations. Another skill students obtain is the ability to express wishes, doubts, and emotional reactions in standard French.

Prerequisites: French 1 or Equivalent.

French 3

French III is begins as a review of some of the basic grammar items covered in a first-year French class (I and II), with an emphasis on exceptions to rules and new vocabulary items to improve conversational skills. Conversation, reading and writing skills are taught in order for students to improve their knowledge and usage of the language. French III reviews and improves usage of regular verbs (like "parler" "finir" "repondre") and some of the irregular verbs (to be, to have, to go, etc.,). Adjectives, articles, basic question patterns and numbers form the core of the review and improvement taught in this class. Also, students are introduced to the works of some of the major writers of the francophone world.

Some of hte major topics addressed in readings and lectures are: travel habits and tourism in the francophone world; school and college in France; gender relations; geographical names and places; social issues; celebrations, ceremonies, and cultural markers of time; hobbies and leisure activities; and the French cultural heritage, including in places outside of France.

By the end of French 3, students can: talk about actions that may or may not take place; express wishes, preferences, necessity, or possibility; ask questions formally and informally; express emotional reactions to others; and express uncertainty, uniqueness, and opinions about past events. Students also have the ability to use the subjunctive after certain conjunctions. The conditional tense is mastered in order to express hypothetical ideas, and uncertainty in the past tense. The future tense is used to express what will happen.

Prerequisites: French 2 or Equivalent.

French 4

French IV is the continuation of French One, Two and Three. During this year students master advanced grammar and syntax to assist them in consistently forming sentences in Standard French. This course is designed to be an overall review and expansion of the basic skills of French. It is intended, through an in-depth examination of grammar, to increase accuracy and consistency in reading, listening, and writing, and to develop oral proficiency.

Speaking skills

Present clear, detailed descriptions on a wide range of subjects related to your field of interest.
Explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
Interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible.
Take an active part in discussion in familiar contexts, accounting for and sustaining your views.

Listening skills

Understand extended speech and lectures and follow complex lines of argument.
Understand most TV news and current affairs programs.
Understand the majority of films and television shows in standard dialect.

Reading skills

Read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints.
Understand and analyze contemporary literary prose.

Writing skills

Write clear, detailed text on a wide range of subjects related to your interests.
Write an essay or report, passing on information or giving reasons in support of or against a particular point of view.
Write letters highlighting the personal significance of events and experiences.

Some of the objectives of this course are:

Students read and comprehend more sophisticated literature and short stories.
Students write weekly journals while expanding their vocabulary.
Students speak only in Spanish in class, with clarity and confidence in familiar and more formal situations.
Students understand more complex information, conversation, and all classroom instruction, given only in Spanish.
Students recognize and appreciate cultural differences present in the various Spanish-speaking countries of the world.

This course is recommended for the student who plans to take the French subject SAT test.

Prerequisites: French 3 or equivalent.

AP French Language

Students who enroll in AP French Language should already have a good command of French grammar and vocabulary and have competence in listening, reading, speaking, and writing. Although these qualifications may be attained in a variety of ways, it is assumed that most students are in the final stages of their secondary school training and have had substantial course work in the language.

The course should emphasize the use of language for active communication and help students develop the following:

The ability to understand spoken French in various contexts;
A French vocabulary sufficiently ample for reading newspaper and magazine articles, literary texts, and other nontechnical writings without dependence on a dictionary; and
The ability to express themselves coherently, resourcefully, and with reasonable ﬂuency and accuracy in both written and spoken French.

Course content can reﬂect intellectual interests shared by the students and teacher (the arts, current events, literature, sports, etc.). Materials may include audio and video recordings, films, newspapers, and magazines. The course seeks to develop language skills (reading, writing, listening, and speaking) that can be used in various activities and disciplines rather than to cover any specific body of subject matter. Extensive training in the organization and writing of compositions is also emphasized.

note: Because AP courses should be the equivalent of courses taught in colleges and universities, it is important that a student be prepared for such rigor. Currently, the Collegeboard has discontinued the AP French Literature exam. Students may still take the class.

Prerequisites: 3 or 4 year of French or equivalent, instructor's permission.

AP French Literature

Students who enroll in AP French Literature should have proficiency in the fundamental language skills that enable them to read and understand prose and verse of moderate difficulty and mature content, as well as to formulate and express critical opinions and judgments in correct oral and written French.

Students in an AP French Literature course have the following objectives:

to gain proficiency in the fundamental language skills that enable them to

read and understand prose and verse of moderate difficulty and mature content;
formulate and express critical opinions and judgments in correct oral and written French;

to develop the ability to read and analyze critically and to discuss perceptively representative works of French literature.

The program is designed to be 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. They should also acquire the 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.

Because the object of the AP French Literature course is the thorough preparation of students for reading and analyzing French drama, prose, and poetry, teachers supplement the required "core list" above with a number of other representative works in each genre. The number of works to be added is left to the discretion of the individual instructor, who alone can gauge what is feasible and appropriate for a particular student or group of students. Much more important than the quantity of supplementary works read is the amount of in-depth study of each assigned piece. The goal of the course is to teach students to read, analyze, and understand French literary texts on their own; the means of reaching this goal may vary and may be adjusted to meet the needs and tastes of individual students.

All works are, of course, be read in French and in their entirety except in those cases where specific selections have been indicated. Students should be thoroughly familiar with all the required texts and should be prepared to analyze them in depth. Classes should include close reading and extensive discussion of texts, with particular attention to character and theme, and structure and style, and to how these elements are related to overall interpretation. To reach these goals, students should learn the techniques of literary analysis as well as a basic vocabulary of critical terms, both of which they need to use appropriately when studying French literary texts. Class discussion and essay writing in French are important components of the course.

note: Because AP courses should be the equivalent of courses taught in colleges and universities, it is important that a student be prepared for such rigor.

Prerequisites: 3 or 4 year of French or equivalent.

Italian Courses

Italian 1

This course introduces students to the Italian language. They learn how to greet others, introduce themselves, handle basic social situations, talk about their interests and hobbies, express likes and dislikes, obtain food and beverages, use the phone, carry out simple transactions, and talk about a variety of topics of common interest (their family, friends, school, sports, hobbies, television, cinema, daily routines and the role of health in Italy, their body and a healthy lifestyle) within the limits of an introductory vocabulary. Students learn how to write and read in present and past tenses, and how to understand Italian well enough to carry out routine tasks and engage in simple conversations. They also learn about some aspects of everyday culture in Italy.

The four major aspects of language are covered in this course. These are: speaking, listening, reading, and writing. To that end, each assignment will specifically target at least one of these goals.rb agreement, and gender agreement. Each chapter covers a different aspect of life, such as food and beverages, the workplace, travel, school, geography, and cultural issues.

Prerequisites: None. This course is appropriate for beginners.

Italian 2

Italian Two is the continuation of Italian One. During this year students learn advanced grammar and intermediate syntax to assist them in consistently forming sentences is Standard Italian. As students move through the readings and exercises with the teachers, students engage in reflective classroom discussions during which they articulate feelings, emotions, exchange opinions, and recognize distinctive viewpoints that are only available through Italian language and culture.

Italian Two challenges students to interpret written texts and present information on a variety of topics related to Italian language, culture and daily life. Exposure to articles written in intermediate Italian assists students in gaining knowledge and understanding the relationships between the practices and perspectives of the Italian language, culture and daily lifestyles. By the end of the course, students shall have built a basic foundation from which they can both explore Italian language and culture and understand the nature of language and the concept of culture via individual research, use of multimedia, and informal discussions with other speakers of the Italian language.

Prerequisites: Italian 1 or the equivalent

Italian 3

Italian Three is the continuation of Italian One and Italian Two. During this year students learn advanced grammar and syntax to assist them in consistently forming sentences is Standard Italian. As students move through the readings and exercises with the teachers, they engage in reflective classroom discussions during which they articulate feelings and emotions, exchange opinions, and recognize distinctive viewpoints that are available through Italian language and culture.

Italian Three challenges students to interpret written texts and present information on a variety of topics related to Italian language, culture and daily life. Exposure to articles written by native speakers assists students in gaining knowledge and understanding about the relationships between the practices and perspectives of the Italian language, culture and daily lifestyles. By the end of the course, students have built a solid foundation from which they can both explore Italian language and culture and understand the nature of language and the concept of culture via individual research, use of multimedia, and informal discussions with other speakers of the Italian language.

Prerequisites: Italian 1 & 2 or the equivalent

Italian 4

Italian Four is the continuation of Italian One, Two and Three. During this year students master advanced grammar and syntax to assist them in consistently forming sentences is Standard Italian. As students move through the readings and exercises with the teachers, students engage in reflective classroom discussions during which they articulate feelings, emotions, exchange opinions, and recognize distinctive viewpoints that are only available through Italian language and culture.

Italian Four challenges students to interpret written texts and present information on a variety of topics related to Italian language, culture and daily life. Exposure to articles, essays, and fiction written by native speakers assists students in gaining knowledge and understanding about the relationships between the practices and perspectives of the Italian language, culture and daily lifestyles.

By the end of the course, students shall have built a solid foundation from which they can both explore Italian language and culture and understand the nature of language and the concept of culture via individual research, use of multimedia, and informal discussions with other speakers of the Italian language.

Prerequisites: 3 years of Italian classes.

German Courses

German 1

In this course, maps, anecdotes, and introductory lessons are designed to foster students' confidence in their ability to learn German by allowing them the opportunity to use it actively from the first day of class. Basic concepts dealt with here include: introducing oneself, counting, classroom vocabulary and useful phrases, and the German alphabet. Grammatical concepts covered include basic pronouns, conjunctions, case, gender, pluralization, common verbs (including stem-changing verbs), commands, and the present tense as substitute for the future. Students also become acquainted with basic geography, some famous people of the German tongue, and a few famous Germanic places and concepts. The text is intended to draw on any previous student knowledge and introduce the cultural portion of the language acquisition process. The question "Why learn German?" is also posed and considered, followed by some tips for embarking on the adventure of language acquisition, in particular for German. Exposure to this wide array of topics motivates students by quickly affording them a sense of accomplishment. The four major aspects of language are covered in this course. These are: speaking, listening, reading, and writing. To that end, each assignment will specifically target at least one of these goals.

Prerequisites: None. This course is appropriate for beginners.

German 2

This second year course is designed to build off previous student knowledge from the first year of instruction and whatever other knowledge or experience of the German-speaking world the student may have. When necessary, some basic concepts are reviewed such as: introducing oneself, counting, classroom vocabulary and useful phrases, and using the German alphabet. Grammatical concepts covered include more verbs in the present tense, additional examples of case, reflexive verbs, adjective endings, comparatives, interrogatives, and the future tense (with the verb 'werden'). Students also become acquainted with basic geography, some famous people of the German tongue, and a few famous Germanic places and concepts. Even at this relatively early stage, students are encouraged to tackle more complex texts and grammatical concepts and have the option of reading short stories or other literature and analyzing them to enhance their knowledge of German and performance in the classroom and in the German-speaking world. In such cases the instructor recommends appropriate level texts based on student ability. Major areas of emphasis are speaking, listening, reading, and writing in German.

Prerequisites: German 1 or equivalent.

German 3

German 3 is a course for students who have completed introductory years of study in the German language. The course develops communication skills in all its forms: listening, reading, speaking, and writing. It places major emphasis on accurate pronunciation and intonation, a cultivation of 'Sprachgefühl' (an intuitive feeling for language use), and a thorough training in grammar. At the conclusion of this course students are able to use all of the major verb tenses to discuss actions completed in the past, the present, and the future, as well as to express hypothetical situations, desires, doubts, and emotional reactions. It also fosters an appreciation of German culture (music, humor, traditions, some history, multi-culturism and popular culture).

Prerequisites: German 2 or equivalent.

German 4

German 4 is a course for students who wish to continue their German studies at the advanced level. Apart from developing communication skills in the forms of listening, reading, speaking, and writing, this course also places major emphasis on accurate pronunciation and intonation, a thorough training in grammar, and an appreciation for German culture (music, humor, traditions, some history, multi-culturism and popular culture). The reading list for German 4 includes texts written for a German-speaking audience. Emphasis is placed on not only the comprehension of texts, but the student's ability to react to them in writing and through speech. Instruction is carried out primarily in German.

Prerequisites: German 3 or equivalent.

Mandarin Courses

Mandarin 1

Mandarin Chinese 1 provides coordinated practice in the four skills of listening, speaking, reading and writing. Throughout the course, Integrated Chinese builds on the three models of communication: interpretive, interpersonal, interrogative--and America Council's teaching of the Foreign Languages' "Five C's": Communication, Culture, Connections, Comparisons, and Communities--to build proficiency in using the Chinese language in a variety of real-life situations. With an emphasis on practicing a broad range of written and verbal communication skills and building cultural understanding, this course is suited for students who desire a comprehensive grounding in the Chinese language.

In this course students learn Chinese pronunciation (initials and finals), tones, basic Chinese radicals, stroke order, and common expressions. Emphasis is placed on describing one's family in Chinese Mandarin. Students learn to describe dates, time, and days of the week, as well as how to count in Mandarin Chinese . How to describe and ask people about their hobbies and express their preferences. Students learn vocabularies related to sports. How to order drinks and express what they want in Chinese Mandarin. How to request an appointment and respond in Chinese if they are available. How to describe their daily life and school activities.

By the end of Mandarin 1, students are able to use the verb 姓, the verb 是, questions ending with 呢, questions ending with 嗎, the negative adverb 不 , measure words, question pronoun, 有 in the sense of existences;都 (both; all), and pronouns as modifiers. Students also master the use of 的, affirmative and negative questions, 還有 (also), word order in Chinese, 去 (to go) + verb, the auxiliary verb 想, and questions with 好嗎.

Prerequisites: None. This course is appropriate for beginners.

Latin Courses

Latin 1

Course description coming soon.

Latin 2

Course description coming soon.

Latin 3

Course description coming soon.

American Sign Language (ASL) Classes

ASL 1

American Sign Language 1 is designed to give students the tools necessary to begin communication with the Deaf world. Fingerspelling, basic vocabulary, grammatical points, forms of expression, idioms, and techniques that increase comprehension are the emphases. The areas of focus are: interpreting Sign; expressing thoughts in Sign; and fingerspelling and its interpretation. Emphasis is also placed on the understanding of issues surrounding Deaf and hard-of-hearing culture, including the history of deafness, society's ways of dealing with deafness, the history of Sign, the history of American Sign Language, and contemporary issues regarding education and communication within Deaf society.

By the end of this course, students feel confident in their ability interpret basic American Sign Language. They are also able to express fundamental ideas in the language. Students understand the "five building blocks" of ASL, and are able to identify them in a given sign. The difference between American Sign Language and Signed English (which serves as a "bridge," connecting your existing knowledge of grammar and language with the established grammar of ASL) is fully comprehended. Students can converse in the past, present, and future tenses, as well as identify when events take place. Other grammatical structures to be mastered are the imperative, interrogative, and superlative forms, as well as affirmative versus negative statements and questions.

Prerequisites: None. This course is appropriate for beginners.

ASL 2

Prerequisites: ASL 1 or equivalent.