Lower School Curriculum
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World Language
Beginning in Pre-K, children have Spanish classes twice per week. Trevor believes that children learn language best when they actively participate in experiences that incorporate movement, music, and fun activities. Spanish is used for most of the lesson. Children do not need to understand every word the teacher says because the material is presented so that they are able to understand the main ideas. The teacher uses picture cues, movement, and gesture to convey meaning.
At first, children demonstrate comprehension by non-verbal responses, such as following directions and responding to commands. Soon they are asked to produce spoken responses, echoing and then creating original utterances using a growing vocabulary. Students do not learn “about” the language and the culture; they learn in the language and experience the culture, including songs, children’s literature, poetry, art, games, and cuisine. They give students a perspective on the language and the people who speak it.
We know that children need many listening experiences in order to lay the foundation for speaking, reading, and writing; they also must be asked to produce spoken (and eventually written) Spanish to develop their proficiency. Languages are best acquired when the teacher primarily uses the target language. Cultural authenticity is at the heart of the world language program. Not only is there the goal of educating citizens of a global culture, but culturally authentic materials and activities put the language in its true context.
At first, children demonstrate comprehension by non-verbal responses, such as following directions and responding to commands. Soon they are asked to produce spoken responses, echoing and then creating original utterances using a growing vocabulary. Students do not learn “about” the language and the culture; they learn in the language and experience the culture, including songs, children’s literature, poetry, art, games, and cuisine. They give students a perspective on the language and the people who speak it.
We know that children need many listening experiences in order to lay the foundation for speaking, reading, and writing; they also must be asked to produce spoken (and eventually written) Spanish to develop their proficiency. Languages are best acquired when the teacher primarily uses the target language. Cultural authenticity is at the heart of the world language program. Not only is there the goal of educating citizens of a global culture, but culturally authentic materials and activities put the language in its true context.
Faculty
List of 2 items.
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Preschool - 5
1 W 88th St. 212.426.3300 -
6 - 12
312 E 95th St. 212.426.3360
