The How's and Why's of Second Language Learning at SJMS
The How’s and Why’s of Second Language Learning at SJMS
by SJMS Spanish teacher, Kristina Hartzell
Developing and implementing a Second Language curriculum in a preschool through 8th grade Catholic Montessori school has been inspiring yet also challenging in many ways. This article will address the factors that influence and give shape to our Global language program at SJMS.
Generally speaking, there are two types of language programs taught in schools: Exploratory programs and Immersion programs. Exploratory programs meet for a short period of time usually once a week, whereas in an Immersion program, students receive their regular content and all lessons in the second language. Spanish at SJMS is taught as an exploratory class. Most classes meet for approximately 30 minutes once per week. Considering this, most students will not reach fluency in any exploratory program. Nonetheless, there are countless valuable skills that are attained. Research has shown that exploratory language programs increase a child’s mental flexibility, including memory, problem solving and spatial reasoning skills (Academic Achievement) . Moreover, it also builds an appreciation for other cultures and people, and inspires further language learning. These benefits support our Portrait of a Graduate characteristics here at SJMS.
There is a delicate balance of factors that influence both what to teach and how to teach it. When I came to SJMS in 2019, I had to first consider what to teach. I began by looking at what is expected of our Spanish language learners at our highest level- the Middle School level - and worked backwards to build the curriculum. Themes, topics and techniques may differ at each level based on what is developmentally appropriate, yet there is consistency across all levels of our Spanish program. Skills build not only within each three year cycle but also scaffold from one level to the next. I believe the success of our program lies in taking this comprehensive, school-wide look at second language learning.
When considering how to teach the content at each level, it is vital to look through the lens of where the children are developmentally. I first sought to understand Maria Montessori's sensitive periods and planes of development. When planning for Children’s House, I am mindful of the sensitive periods which call the child to a sense of order, a need for movement, an affinity for sensorial experiences, and an emerging fascination with letters, numbers and words. Therefore, Spanish lessons at this level follow a predictable pattern each week and incorporate song and dance, visual aids with vocabulary words in Spanish and concrete objects such as counters and storyboards. Themes vary to keep things interesting and often reflect seasonal changes that are valued by the child, such as learning about apples or pumpkins in the fall to butterflies and flowers in the spring.
Moving into the Lower Elementary level, children begin to crave less predictability and desire more novel experiences. They are moving from the first plane of development of the absorbent mind into the next plane called the conscious mind. When it comes to exploratory second language learning, this progression can be tricky. I must ensure the lessons balance the continued need for repetition (since they only have Spanish once a week) with their desire for novelty. In this way, we still use songs and movement to help with repetition, but rely less on the concrete. Children generally become more interested in their peers at this level and crave more choice, so as to exercise their budding creativity and imagination.
By Upper Elementary Spanish, we have pretty much eliminated the songs, dancing and movement that characterized much of the lower levels. However, it is not uncommon for me to still catch a 4th year singing the goodbye song in the hallway- which tells me they still value all the time spent singing in Spanish class! Generally at this level, there are lessons focused on thematic vocabulary acquisition, for example: my house, my city, my family, which mirror the child’s capacity and desire at this stage for the acquisition of knowledge. Also developing at this stage is the desire to think abstractly, and so research projects are offered to allow students this chance to explore more about the Spanish speaking world.
Our Middle School program is more traditional in the sense that it is aligned with the way most high school Spanish 1 courses are taught. Activities are focused around building communicative proficiency in three ways: 1. Interpretive (Identify, understand and analyze input that is heard, read or viewed) 2. Interpersonal (Interact and negotiate meaning in spontaneous spoken, written or signed conversations to exchange and share information, reactions, feelings and opinions) and 3. Presentational (Present information, concepts and viewpoints to inform, explain, persuade and narrate in spoken, written or signed language when negotiation of meaning is not possible) (Ohio Department of Education – Ohio’s Learning Standards for World Languages and Cultures). To reach proficiency in these three modalities, activities and practices are focused on the skills of speaking and writing, listening to and reading of Spanish.
The Spanish language program at SJMS strives to challenge each student to reach their full potential while finding joy and inspiration in learning about the language and culture of the Spanish speaking world.