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Foreign Language Standards and Benchmarks

STANLEY MIDDLE SCHOOL

 

FOREIGN LANGUAGE STANDARDS AND BENCHMARKS

 

 

Below you’ll find an overview of standards and benchmarks for our foreign language classes (French, German, Spanish; Mandarin is a different category language.)

We are striving to reach these goals but there are differences due to the nature of each language. We also included descriptors for more advanced levels to indicate the general progression at the high school level. This document is a work in progress!

 

 

OVERVIEW OF THE STANDARDS AND BENCHMARKS

 

Standard 1: Students Will Communicate in Languages Other than English

(Communication)

 

            Benchmark 1.1 -- Students engage in conversations, provide and obtain information,  express feelings and emotions, and exchange opinions

            Benchmark 1.2 -- Students understand and interpret written language on a variety of topics

            Benchmark 1.3 -- Students understand and interpret spoken language on a variety of topics

            Benchmark 1.4 -- Students convey information, concepts, and ideas to listeners for a variety of purposes

            Benchmark 1.5 -- Students convey information, concepts, and ideas to readers for a variety of purposes

 

Standard 2: Students Will Develop Insight into Linguistics and its Relationship to Culture (Comparisons)

 

            Benchmark 2.1 -- Students recognize that different languages use different grammatical structures to communicate and can apply this knowledge to their own language(s) and to the target language

            Benchmark 2.2 -- Students identify how culture is reflected in the language

 

Standard 3: Students Will Gain Knowledge, Understanding, and Respect of Other Cultures

(Cultures)

 

            Benchmark 3.1 -- Students recognize and respect the fact that cultures use different patterns  of interaction and can apply this knowledge to their own culture

            Benchmark 3.2 -- Students understand the relationship between perspectives (attitudes, values, ideas) and practices and use this knowledge to interact effectively in cultural contexts

            Benchmark 3.3 -- Students understand the relationship between perspectives (attitudes, values, ideas) and products/contributions (books, tools, food, art, laws, music, games) of the cultures studied

 

Standard 4: Students Will Connect with Other Disciplines and Acquire Information

(Connections)

 

            Benchmark 4.1 -- Students reinforce and further their knowledge of other disciplines through foreign languages

            Benchmark 4.2 -- Students acquire information and cultural perspectives through authentic materials in the foreign languages and within the cultures

 

Standard 5: Students Will Participate in Multilingual Communities at Home and Around the World

(Communities)

 

            Benchmark 5.1 -- Students will show evidence of becoming lifelong learners by applying  language skills and cultural knowledge both within and beyond the school setting

Level 1a refers to the first year of language study at the middle school level; level 1b to the second year.  Levels 2, 3 and 4 refer to high school language classes.

 

 

Standard 1: Students Will Communicate in Languages Other than English

 

Benchmark 1.1  Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

 

Students are able to:

Level 1a: Beginning

Level 1b

Level 2: Developing

Level 3 and 4: Expanding

Engage in basic conversation and begin to incorporate gestures

Incorporate appropriate gestures into conversations

Incorporate appropriate gestures into conversations with greater ease

Converse using language and behaviors that are appropriate to the setting

Express basic personal needs

Begin to elaborate on personal needs 

 

Begin to interact in basic survival situations

Elaborate on personal needs 

 

Interact in basic survival situations

Manage unforeseen circumstances and complicated situations

Describe self and familiar topics

Describe self and familiar topics with greater ease and begin to compare

Create simple descriptions within a context and compare with greater ease

Create detailed oral descriptions within a context and compare

Express likes and dislikes (in Spanish without gustar)

Define and qualify likes and dislikes (in Spanish without gustar)

Define and qualify likes and dislikes with greater ease

Exchange personal feelings and ideas for the purpose of persuading others

Express agreement and disagreement

State and briefly support an opinion

State and briefly support an opinion with greater ease

Express individual perspectives and defend opinions

 

 

Describe a problem

Collaborate to develop and propose solutions to problems

 

Make suggestions and recommendations

Make suggestions and recommendations with greater ease

Negotiate a compromise

Ask and answer simple questions

Ask and answer more elaborate questions

Provide and request clarification within a limited range of topics

Ask and respond to open-ended questions

Begin to use different ways to express the same idea (circumlocution)

Use different ways to express the same idea (circumlocution)

Use different ways to express the same idea (circumlocution) with greater ease

Use a variety of language strategies to convey meaning (short, responsive comments; pause fillers; circumlocution)

Make simple requests and respond to commands

Follow directions in a familiar context

Give and follow directions in a familiar context

Give and follow directions in an unfamiliar situation

Recognize and pronounce some sounds of the target language with formulaic fluency

Articulate most sounds of the target language with some degree of clarity and fluency

Articulate most sounds of the target language with a higher degree of clarity and fluency

Converse with clarity and fluency

 

Standard 1: Students Will Communicate in Languages Other than English

 

Benchmark 1.2 Students understand and interpret written language on a variety of topics

 

Students are able to:

Level 1a: Beginning

Level 1b

Level 2: Developing

Level 3 and 4: Expanding

Respond appropriately to simple written directions, instructions, and/or commands

Respond appropriately to more elaborate written directions, instructions, and/or commands

Respond appropriately to a series of directions, instructions, and commands

Respond appropriately to complex directions, and commands intended for native speakers

Identify a person or object based on simple written descriptions

Identify a person or object based on more elaborate written descriptions

Respond appropriately to complex written descriptions

Analyze information based on complex written descriptions

Read and respond to developmentally appropriate materials; begin to understand simple authentic materials

Demonstrate understanding of selected authentic materials

Demonstrate understanding of selected authentic materials with greater ease

Interpret and analyze readings from authentic material in a variety of literary genres, including fiction and nonfiction

Identify visual and context clues

Identify visual and context clues with greater ease

Use visual and context clues to derive meaning

Apply diverse strategies to derive meaning and details from unfamiliar material

Use phonetic analysis strategies to acquire meaning from text

 

Use structural analysis strategies to acquire meaning 

Use phonetic analysis strategies to acquire meaning from text with greater ease

 

Use structural analysis strategies to acquire meaning

Continue development of phonetic analysis

 

 

Use structural analysis to identify increasingly complex word families and patterns

Use a variety of comprehension strategies to decipher and interpret text

Comprehend and respond to simple personal written communications such as notes, invitations, or letters

Comprehend and respond to more elaborate personal written communications such as notes, invitations, or letters

Comprehend and respond to formal written communications such as business or official documents

Respond appropriately to mood and implied meaning (i.e., sarcasm, humor, irony) of written communication

Identify main ideas, words, and some details in written material

Identify main ideas and words in written material with greater ease and begin to identify supporting details

Identify the main idea with supporting details in written material

Interpret and analyze the main idea and significant details from authentic materials and a variety of written sources

 

Research and synthesize information from a variety of written sources

Use a bilingual dictionary or glossary to facilitate comprehension

Use a bilingual dictionary or glossary to facilitate comprehension

 

Begin to use a monolingual dictionary

Use bilingual and monolingual dictionaries to facilitate comprehension

Use a monolingual dictionary to facilitate comprehension

 

Standard 1: Students Will Communicate in Languages Other than English

 

Benchmark 1.3 Students understand and interpret spoken language on a variety of topics

 

Students are able to:

Level 1a: Beginning

Level 1b

Level 2: Developing

Level 3 and 4: Expanding

Respond appropriately to simple spoken instructions and commands

Respond appropriately to more elaborate spoken instructions and commands

Respond appropriately to a series of instructions and commands

Respond appropriately to complex instructions and commands intended for native speakers

Respond appropriately to simple oral descriptions

Respond appropriately to more complex oral descriptions

Respond appropriately to complex oral descriptions

Analyze information based on complex oral descriptions

Respond to live unrehearsed speech of peers and familiar adults on a familiar topic

Respond to live unrehearsed speech of persons sympathetic to second-language learners

Respond to live unrehearsed speech of persons sympathetic to second-language learners with greater ease

Respond to live unrehearsed speech of native speakers who are not used to communicating with second-language learners

Identify auditory, visual, and context clues in oral presentations and/or recorded material

Identify auditory, visual, and context clues in oral presentations and/or recorded material with greater ease

Use auditory, visual, and context clues to derive meaning from oral presentations and/or recorded materials

Apply varied strategies to derive meaning and details from oral and/or recorded presentations on unfamiliar topics

Identify main ideas and key words in oral material with some repetition

Comprehend speech on familiar topics with some repetition

Comprehend speech on familiar and some new topics with some repetition

Summarize or restate secondary conversations

 

Standard 1: Students Will Communicate in Languages Other than English

 

Benchmark 1.4 Students convey information, concepts, and ideas to listeners for a variety of purposes

 

Students are able to:

Level 1a: Beginning

Level 1b

Level 2: Developing

Level 3 and 4: Expanding

Provide a very limited explanation based on some prior knowledge and/or experience

Provide a limited explanation based on some prior knowledge and/or experience

Explain a process based on prior knowledge and/or experience

Explain a complex process incorporating detailed instructions

Give a description orally using simple sentences

Give a description orally using more complex sentences and begin to compare

Give a description orally using complex sentences and compare with greater ease

Give a description orally using complex sentences and supporting details and compare

Summarize main idea of selected authentic and/or contextualized material using key words only

Summarize main idea of selected authentic and/or contextualized material

Summarize and interpret information from authentic material and present it to an audience

Analyze and present authentic media and literay samples to an audience

 

Formulate and defend a position on a researched issue

Speak spontaneously on simple familiar topics

Speak spontaneously on familiar topics

 

 

Briefly narrate present, past, and future events

Speak spontaneously on familiar topics with greater ease

 

Narrate present, past, and future events

Speak spontaneously on current events or issues

 

 

Elaborate on present, past, and future events

 

Standard 1: Students Will Communicate in Languages Other than English

 

Benchmark 1.5 Students convey information, concepts, and ideas to readers for a variety of purposes

 

Students are able to:

Level 1a: Beginning

Level 1b

Level 2: Developing

Level 3 and 4: Expanding

Write simple instructions

Write more elaborate commands and instructions

Describe, in writing, a process based on prior knowledge and/or experience

Describe, in writing, a complex process incorporating detailed instructions

Write a description using simple sentences and a variety of adjectives

Write a description using a combination of simple and more complex sentences and a variety of adjectives and begin to compare

Write a description using complex sentences and a variety of adjectives and compare with greater ease

Write a description using complex, detailed paragraphs with a variety of adjectives and compare

Write a brief personal communication, such as a note, letter or aninvitation

Write various types of paragraphs and letters

Write formal and informal paragraphs and letters

Write a multi-paragraph composition and/or short essays

Write the main idea of selected authentic and/or contextualized materials

using key words only

 

 

Summarize in writing the main idea of selected authentic and/or contextualized materials

Write and present a summary which interprets information from authentic materials to an audience

Write an analysis of authentic media or literary samples and present it to an audience

 

Formulate and defend a position on a researched issue

Spontaneously write simple texts using the present on familiar topic

Spontaneously write about present, past, and future events

Spontaneously write and begin to elaborate on present, past, and future events

Elaborate on present, past, and future events

Present a simple statement of opinion

Present a more elaborate statement of opinion

Establish and support a position, opinion, or focus

Establish, support, and elaborate a position, opinion, or focus

Use phonetic strategies to spell; spell high frequency words correctly

Apply standard phonetic spelling patterns; spell high-frequency words correctly on daily written work

Use standard phonetic spelling patterns; spell high-frequency words correctly on daily written work

Correctly spell specialized content area vocabulary in written assignments

Use a bilingual dictionary or glossary to facilitate correct spelling

 

Edit assignments for correct spelling

Use bilingual and monolingual dictionaries to facilitate correct spelling

 

Edit assignments for correct spelling

Use bilingual and monolingual dictionaries to facilitate correct spelling

 

Edit assignments for correct spelling

Spell correctly with limited use of a dictionary

 

 

Edit assignments for correct spelling

 

Standard 2: Students Will Develop Insight into Linguistics and its Relationship to Culture

 

Benchmark 2.1 Students recognize that different languages use different grammatical structures to communicate and can apply this knowledge to their own language(s) and to the target language

 

Students are able to:

Level 1a: Beginning

Level 1b

Level 2: Developing

Level 3 and 4: Expanding

Identify and use the basic sound patterns of the target language and compare them to the students’ own language(s) (Pronunciation)

Apply, within limited context, the sound patterns of the target language

Apply the sound patterns of the language

Apply, in a variety of contexts, the sound patterns of the target language

Identify and use, within limited context, the grammatical structures of the target language and compare them to the students’ own language(s) (Grammar and Usage)

Begin to apply more complex grammatical structures of the target language

Continue to apply more complex grammatical structures of the target language

Use knowledge of grammatical structures in both the target language and the students’ own language(s) to communicate effectively

Identify and use simple idiomatic expressions of the target language

Identify and use simple idiomatic expressions of the target language with greater ease

Use idiomatic expressions of the target language and begin to integrate them into correct context

Use idiomatic expressions of the target language in the correct context

Identify connections among languages (Linguistics)

Identify connections among languages with greater ease

Explain the changing nature of languages

Describe how languages influence each other

 

Standard 2: Students Will Develop Insight into Linguistics and its Relationship to Culture

 

Benchmark 2.2 Students identify how culture is reflected in the language

 

Students are able to:

Level 1a: Beginning

Level 1b

Level 2: Developing

Level 3 and 4: Expanding

Identify instances in the target language that reflect cultural practices

Be more familiar with instances in the target language that reflect cultural practices

Be familiar with instances in the target language that reflect cultural practices

Be very familiar with instances in the target language that reflect cultural practices

 

Standard 3: Students Will Gain Knowledge, Understanding, and Respect of Other Cultures

 

Benchmark 3.1 -- Students recognize and respect the fact that cultures use different patterns                                           of interaction and can apply this knowledge to their own culture

           

Students are able to:

Level 1a: Beginning

Level 1b

Level 2: Developing

Level 3 and 4: Expanding

Respectfully identify and begin to analyze the similarities and differences between the target culture(s) and the students’ own culture(s)

Respectfully identify and analyze the similarities and differences between the target culture(s) and the students’ own culture(s)

Respectfully analyze the similarities and differences between the target culture(s) and the students’ own culture(s) with greater ease

Respectfully explain the significance of the similarities and differences between the target culture(s) and the students’ own culture(s)

Identify and understand similar and different behavioral patterns between the target culture(s) and the students’ own culture(s)

Compare and contrast similar and different behavioral patterns between the target culture(s) and the students’ own culture(s)

Compare and contrast similar and different behavioral patterns between the target culture(s) and the students’ own culture(s) with greater ease

Use knowledge of similar and different behavioral patterns to interact effectively in a variety of social contexts in the target culture(s) and the students’ own culture(s)

 

Standard 3: Students Will Gain Knowledge, Understanding, and Respect of Other Cultures

 

Benchmark 3.2 -- Students understand the relationship between perspectives (attitudes,                                                   values, ideas) and practices and use this knowledge to interact                                                         effectively in cultural contexts

 

Students are able to:

Level 1a: Beginning

Level 1b

Level 2: Developing

Level 3 and 4: Expanding

Identify and respectfully react to cultural perspectives and practices in the culture(s) studied

Identify and respectfully react to cultural perspectives and practices in the culture(s) studied with greater ease

Respectfully describe and begin to analyze cultural characteristics and behaviors of everyday life

 

Identify differences in cultural practices among same-language cultures

Respectfully analyze the development of different cultural practices

 

 

Compare and contrast cultural practices among same-language cultures

Recognize, interpret, and begin to produce language and behavior that is appropriate to the target culture(s)

Recognize, interpret, and continue to produce language and behavior that is appropriate to the target culture(s)

Produce language and behavior that is appropriate to the target culture(s) with greater ease

Apply language and behavior that is appropriate to the target culture(s) in an authentic situation

Respectfully identify and begin to analyze some commonly held generalizations and stereotypes about the culture(s) studied

Respectfully identify and continue to analyze some commonly held generalizations and stereotypes about the culture(s) studied

Respectfully identify and analyze many commonly held generalizations and stereotypes with respect about the culture(s) studied to a greater degree

Continue to respectfully identify and analyze many commonly held generalizations and stereotypes with respect about the culture(s) studied to a greater degree

Identify and respectfully discuss social and geographic factors that impact cultural practices

Continue to identify and respectfully discuss social and geographic factors that impact cultural practices

Analyze social and geographic factors that impact cultural practices to a greater degree

Continue to analyze social and geographic factors that impact cultural practices to a greater degree

Identify common words, phrases, and idioms that reflect the culture(s)

Identify common words, phrases, and idioms that reflect the culture(s) with greater ease

Understand the cultural connotations of common words, phrases, and idioms and begin to use them

Integrate culturally embedded words, phrases, and idioms into everyday communication

 

Standard 3: Students Will Gain Knowledge, Understanding, and Respect of Other Cultures

 

Benchmark 3.3 -- Students understand the relationship between perspectives (attitudes,                                                   values, ideas) and products/contributions (books, tools, food, art, laws,                                 music, games) of the cultures studied

 

Students are able to:

Level 1a: Beginning

Level 1b

Level 2: Developing

Level 3 and 4: Expanding

Recognize and identify expressive products of the target culture(s) (i.e. art, literature, music, dance)

Recognize and identify some major works of art, music, and/or literature of the target culture(s)

Recognize and identify many major works of art, music, and/or literature of the target culture(s)

Discuss expressive products of the target culture(s) (i.e.visual arts, architecture, literature, dance, and music)

Identify objects, images, and symbols of the target culture(s)

Identify and explain some objects, images, and symbols of the target culture(s)

Identify and explain objects, images, and symbols of the target culture(s) to a greater degree

Analyze the cultural significance of objects, images, and symbols of the target culture(s)

Identify the products of the target country/countries

Identify the products of the target country/countries to a greater degree

Identify the economic/social impact of products on the world market

Assess the economic/social impact of products on the world market

Identify and explain how the needs, behaviors and beliefs of the culture(s) are reflected in the products and contributions of the culture

Identify and explain how the needs, behaviors and beliefs of the culture(s) are reflected in the products and contributions of the culture to a greater degree

Discuss and analyze internal and external factors which affect products and contributions

 

 

 

Analyze contributions of diverse groups within the target culture(s)

Discuss and analyze internal and external factors which affect products and contributions to a greater degree

 

Analyze contributions of diverse groups within the target culture(s) to a greater degree

Identify the contributions of the target culture(s) to the students’ own culture(s)

Identify the contributions of the target culture(s) to the students’ own culture(s) to a greater degree

Identify the impact of the contributions of the target culture(s) on the students’ own culture(s)

Analyze the impact of the contributions of the target culture(s) on the students’ own culture(s)

 

Identify the ways in which various cultures interact within the student’s own community

 

Standard 4: Students Will Connect With Other Disciplines and Acquire Information

 

Benchmark 4.1 Students reinforce and further their knowledge of other disciplines through foreign languages

 

Students are able to:

Level 1a: Beginning

Level 1b

Level 2: Developing

Level 3 and 4: Expanding

Explain in simple terms basic concepts from other subject areas

Explain in more elaborate terms basic concepts from other subject areas

Exchange information about topics from other school subjects in the target language

Discuss topics from other school subjects in the target language

Find foreign language resources for use in other disciplines

 

Find foreign language resources for use in other disciplines and begin to gather information

Analyze the information gathered through foreign language resources for use in other disciplines

Locate foreign language resources and synthesize information for use in other disciplines

Identify and apply, within a familiar context, information and skills common to the foreign language classroom in other disciplines

Identify and apply, within a familiar context,  information and skills common to the foreign language classroom in other disciplines to a greater degree

Transfer and apply, within a limited context, information and skills common to the foreign language classroom in other disiplines

Apply, within an unfamiliar context, information and skills common to the foreign language classroom in other disciplines

 

Standard 4: Students Will Connect with Other Disciplines and Acquire Information

 

Benchmark 4.2 Students aquire information and perspectives through authentic materials in the foreign languages and within the cultures

 

Students are able to:

Level 1a: Beginning

Level 1b

Level 2: Developing

Level 3 and 4: Expanding

Find basic information in authentic materials

Find more elaborate information in authentic materials

Analyze and apply information from authentic materials

Acquire and synthesize information from authentic materials

Begin to identify

perspectives of the target culture(s) using authentic sources

Identify

perspectives of the target culture(s) using authentic sources

Analyze perspectives of the target culture(s) using authentic sources

 

Evaluate perspectives of the target culture(s) using authentic sources

 

 

Standard 5: Students Will Participate in Multilingual Communities at Home and Around the World

 

Benchmark 5.1 Students show evidence of becoming lifelong learners by applying language skills and cultural knowledge both within and beyond the school setting

 

Students are able to:

Level 1a: Beginning

Level 1b

Level 2: Developing

Level 3 and 4: Expanding

Identify the target language in their daily lives

Provide a limited response to the target language encountered in their daily lives

Respond to the target language encountered in their daily lives

Interact appropriately in the target language in real-life situations

Locate connections with the target culture through the use of technology, media, and authentic sources

Investigate connections with the target culture through the use of technology, media, clubs, community organizations, and authentic sources

Investigate connections with the target culture through the use of technology, media, clubs, community, organizations, and authentic sources with greater ease

Establish connections with the target culture through the use of technology, media, clubs, community organizations, and authentic sources

 

Understand the role of the United States in the world arena as viewed by other cultures using authentic sources

 

Understand the

interdependence that exists between the students’ own culture(s) and the world

Show some evidence of becoming a lifelong learner by participating in multilingual and/or multi-cultural activities

Show more evidence of becoming a lifelong learner by participating in multilingual and/or multi-cultural activities

Show evidence of becoming a lifelong learner by participating often in multilingual and/or multi-cultural activities

Show strong evidence of becoming a lifelong learner by participating very often in multilingual and/or multi-cultural activities

Olson, Susan
Mandarin
Parnas, Launa
Spanish 1A
Pitts, Katie
SPANISH 1A & 1B
Sousa, Jenny
ELD & Spanish 1B
Windfuhr, Claudia
German 1A/German 1B/French 1A/French 1B/Wheel 6

I-Week 2011

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Department Awards

 

 

The World Languages Department is very pleased to bestow our students with awards each year.

 

We have two types of awards:

 

1) The student of the year award

Each language teacher selects the out-standing students of the year in each of the languages and the different levels.

 

2) The special World Languages Polyglot award

Some years, the department as a whole gives the special World Languages Polyglot award to one out-standing student who has successfully taken more than one language in our department.

 

Below you will find our speeches for these festive occasions.

 

 

Student of the year award:

The World Languages Department honors and congratulates the following spectacular young citizens of the world.  These dynamic students have certainly excelled academically, but they also understand that German, French, Mandarin and Spanish are more than “just classes” -- they are the key to a new way of communication. They are eager to practice their newly acquired language skills outside the classroom, and they don’t worry about making a few mistakes. They enjoy finding patterns and making connections between languages. Some of these outstanding students are on their third language, and others plan to undertake even more in high school and in college. They have willingly and consistently gone out of their way to help others also be successful. They have shown respect and enthusiasm for new languages and cultures. They are open-minded and tolerant, and they are always striving to learn more. Now more than ever it is important to learn a foreign language, and these students have done so with enthusiasm, zest and vigor! For these reasons and more, we salute these stellar young linguists, these open-minded, tolerant, and global citizens of our world.

 

 

The special World Languages Polyglot Award

This award is a special 8th grade award that isn't given every year: The World Languages Polyglot award.

A polyglot is someone who speaks multiple languages.

The entire foreign language department would like to honor a very special student and polyglot who has excelled in multiple languages during the last two years at Stanley. The student has successfully acquired knowledge in various languages and cultures and has shown a special enthusiasm for being a polyglot. We salute this special stellar young linguist, this open-minded, tolerant, and global citizen of our world.