BWHS Advising Helper

Chinese I students will interpret passages, present information, and interact with others in the Chinese language, Putonghua. As communication skills develop, the course includes additional vocabulary and basic grammar necessary for limited reading and writing.

Chinese II students will enhance their development and understanding of the language by studying increasingly complex topics involving the use of more sophisticated language structures, grammar tenses, and vocabulary, as well as, further develop their pronunciation skills.

Chinese III students will enhance their development and understanding of the language by studying increasingly complex topics involving the use of more sophisticated language structures, grammar tenses, and vocabulary, as well as, further develop their pronunciation skills.

The objectives for World Languages I, II, III, and IV are to communicate ideas (that is, to understand, speak, read, and write the language) and increase communicative and cultural proficiency in the target language(s). Target language cultures, traditions, and current events should be introduced on the appropriate level through selected readings, audio-visual recordings, and other authentic materials to give students an appreciation of the similarities and differences in the life, customs, and cultures of other peoples and civilizations. Listening, speaking, writing, role-playing, and group activities can be designed to instruct, reinforce, and connect language skills. World language courses help students realize the influence of world cultures and civilizations upon their own cultural heritage, and to recognize the importance of the role played by other countries in the modern world, while expanding their professional and occupational opportunities. World Languages I, II, III, and IV should be applications, problem solving, higher order thinking skills, and performance-based and project-based assessments. Levels I-IV no longer have prerequisites; rather, students who have developed proficiency in a language (such as through life experience, rather than through formal study), may be evaluated to determine the most appropriate language course for their skill level. Arkansas Department of Education approval is not required for World Languages I-IV.

French I students will study beginning vocabulary, grammar tenses, skills needed for accurate communication of the French language, and culture. Students will listen, speak, read and write to demonstrate knowledge of their learning.

French II students will study increasingly complex topics involving reading and listening strategies; initiating and sustaining original conversations; using syntax and orthography accordingly; and giving rehearsed or impromptu presentations.

French III Pre-AP students will study more complex and advanced topics and tenses to complete their grammar learning. Students will be expected to listen, speak, and read in French; take detailed notes; research and write on a variety of topics; and develop multi-media presentations.

AP French is a college level course designed to prepare students for the AP French Language exam. Students will practice and be evaluated on speaking, writing, listening, and reading skills in order to prepare for the AP exam. Grammar review, some literature, and projects are included in the coursework.

Spanish I students will study beginning vocabulary, grammar tenses, skills needed for accurate communication of the Spanish language, and culture. Students will listen, speak, read and write to demonstrate knowledge of their learning. Most students enrolling in Spanish I have had no experience with the language.

Spanish II students will study increasingly complex topics involving reading and listening strategies; initiating and sustaining original conversations; using syntax and orthography accordingly; and giving rehearsed or impromptu presentations.

Spanish III Pre-AP students will study more complex and advanced topics and tenses to complete their grammar learning. Students will be expected to listen, speak, and read in Spanish; take detailed notes; research and write on a variety of topics; and develop multi-media presentations.

Spanish IV Pre-AP students will be exposed to extensive grammar, structure and vocabulary study. The emphasis is placed on the perfection of the language skills through the study of Spanish literature and current events. Students will develop linguistic proficiency and cultural sensitivity.

AP Spanish V is a college level course designed to prepare students for the AP Spanish Language and Culture exam. Students will practice and be evaluated on speaking, writing, listening, and reading skills in order to prepare for the AP exam. Grammar review, some literature, and projects are included in the coursework.

AP Spanish Literature and Culture is designed to introduce students to the study of different Spanish and Latin American authors, and their works, from the medieval period to the present day. The works are presented in chronological order integrating the historical themes and literary movements of the different time periods, schools of literature and the characteristics of each selection.

Heritage and Native Speakers I, II, and III are intended for native speakers (students who were raised in an area where the target language is spoken), and heritage speakers (students raised in an English-speaking area, but in a family in which the target language was regularly spoken). The courses provide a thorough review of the target language. Students improve literacy through extensive, varied writing activities and exposure to a variety of literature, newspapers, magazines, films, music, and current issues. Language skills are improved through oral presentations, debates, and class discussions in both formal and informal settings. Culture and traditions are presented to deepen students’ appreciation of them. Heritage and Native Speakers I, II, and III should include applications, problem solving, higher-order thinking skills, and performance-based and project-based open-ended assessments with rubrics. There are no prerequisites for Heritage and Native Speakers courses; students who have developed proficiency in a language, whether through life experience and/or formal study, may be evaluated for placement into the most appropriate language course for their skill level. Arkansas Department of Education approval is not required for Heritage and Native Speakers I-III courses.

Heritage and Native Speakers I, II, and III are intended for native speakers (students who were raised in an area where the target language is spoken), and heritage speakers (students raised in an English-speaking area, but in a family in which the target language was regularly spoken). The courses provide a thorough review of the target language. Students improve literacy through extensive, varied writing activities and exposure to a variety of literature, newspapers, magazines, films, music, and current issues. Language skills are improved through oral presentations, debates, and class discussions in both formal and informal settings. Culture and traditions are presented to deepen students’ appreciation of them. Heritage and Native Speakers I, II, and III should include applications, problem solving, higher-order thinking skills, and performance-based and project-based open-ended assessments with rubrics. There are no prerequisites for Heritage and Native Speakers courses; students who have developed proficiency in a language, whether through life experience and/or formal study, may be evaluated for placement into the most appropriate language course for their skill level. Arkansas Department of Education approval is not required for Heritage and Native Speakers I-III courses.

Heritage and Native Speakers I, II, and III are intended for native speakers (students who were raised in an area where the target language is spoken), and heritage speakers (students raised in an English-speaking area, but in a family in which the target language was regularly spoken). The courses provide a thorough review of the target language. Students improve literacy through extensive, varied writing activities and exposure to a variety of literature, newspapers, magazines, films, music, and current issues. Language skills are improved through oral presentations, debates, and class discussions in both formal and informal settings. Culture and traditions are presented to deepen students’ appreciation of them. Heritage and Native Speakers I, II, and III should include applications, problem solving, higher-order thinking skills, and performance-based and project-based open-ended assessments with rubrics. There are no prerequisites for Heritage and Native Speakers courses; students who have developed proficiency in a language, whether through life experience and/or formal study, may be evaluated for placement into the most appropriate language course for their skill level. Arkansas Department of Education approval is not required for Heritage and Native Speakers I-III courses.