Select a Department

World Languages

The World Languages Department believes that the development of a language other than English is one of the most important pursuits a person can undertake. Learning another language and culture creates understanding, fosters tolerance, eliminates stereotypes, lessens fear and promotes unifying love among distinct groups of people. Rooted in the charism of the Congregation of St. Joseph, the department works as a team to ensure students gain cultural understanding to develop respectful relationships in a global society. Two credit hours in the same language are required for graduation.

8th Grade Assessment: Students desiring to enter level two or above must meet at least one of the requirements below and are required to take the skills-based assessment exam. Schedule assessment through the Admission Office during February/March.
  • Equivalent to one year of a high school language 
  • Heritage/native speaker

  • French I

    Big Ideas:  Comprises a basic understanding of content knowledge and communication skills that develop insight into the nature of language and culture. Specifically, students will build their French skills by daily speaking, listening, reading and writing through different themes. Cross-curricular patterns, structures, strategies and comparisons of the French language to the English language are examined. Themes for the class include but are not limited to:
    • Greetings
    • Schools
    • Hobbies
    • Cuisine
    • Family
    • Professions
    • Pastimes and entertainment
    • Holiday traditions; the Francophone world

  • French II

    Big Ideas: Emphasizes the development of proficiency through the strong foundation of the spoken language and written text. Students will confidently expand their French fluency and pronunciation by engaging in meaningful French conversation daily. They will listen and respond to native speakers in diverse accents from the French-speaking world. Emphasis is placed on the student as productive and accountable learners to be open-minded as they grow linguistically and culturally. Themes include but are not limited to:
    • Shopping and dining for food
    • Illness and global health care
    • Technology
    • Navigating French cities and towns
    • Home life

  • Honors French III

    Prerequisites: An honors-level course is significantly more demanding than a regular course. There will be a higher level of rigor with skills-based assignments and assessments. Additionally, there will be a larger workload. Those students wishing to take honors-level courses are to speak to their most recent language teacher to discuss the appropriate expectations of this honors course in relation to their reading, writing, listening and speaking proficiency levels in previous language courses. Evidence of student proficiency will be measured through student performance. 
    Big Ideas: Establishes the student as a lifelong learner, motivated to set her own goals and reflect on her progress as she begins to reach higher levels of proficiency. As productive global citizens, there will be an increased use of technologies when interpreting messages, interacting with others and producing written, oral and visual messages. Students will analyze and synthesize authentic information as well as negotiate meaning across language and culture in order to explore problems and issues from their own and different perspectives.
    Themes for class include but are not limited to:
    • Relationships, feelings and family life
    • French city life and directions
    • Media influences
    • Laws, legal rights and national security
    • Immigration, diversity and social problems
    • Introduction to French literature 

  • Honors French IV

    Prerequisite: Previous Teacher and/or Department Chair Approval
    Big Ideas: Reviews material covered in previous French courses along with continuing grammatical and cultural studies. Students will complete various assessments such as reading authentic texts and interpreting various written or audio sources (novels, poems, interviews, movies or documentaries). Students can take Honors French IV after completion of Honors French III. However, this is not a prerequisite for Advanced Placement French.

  • AP® French

    Prerequisites: Those students wishing to take AP®-level courses will have demonstrated intellectual scholarship in the subject and have received prior written approval from the previous French teacher and/or department chair.
    Requirement: Taking the AP® French Language Exam is mandatory. The cost is approximately $95.
    Big Ideas: Demonstrates mastery of the content knowledge and skills from previous levels of French that prepare the students for 21st century college and career readiness skills. Students, as responsible leaders, leverage their linguistic and cross-cultural skills to inspire others to be fair, accepting, open and understanding within and beyond the local community. Their high level of proficiency and excellent command of French will be used beyond high school to learn from and work cooperatively across cultures, sharing responsibility to make compromises while working toward a common goal. Themes include:
    • The search for self
    • Art and beauty
    • Science and technology
    • Global conflicts
    • Family and community
    • Contemporary life
    • Anglophone and Francophone worlds
    • Analyze listening materials intended for native-speaking audiences, such as news and radio broadcasts, advertisements and film clips
    • Literary works from but not limited to Une Si Longue Lettre and L'Étranger

  • Latin I

    Big Ideas: Comprises a basic understanding of vocabulary, grammar and communication skills that develop insight into the nature of the language, culture and history of the ancient Romans. Specifically, students will build their Latin translation skills by reading and writing through readings adapted from original Latin. Cross-curricular patterns, structures, strategies and comparisons of the Latin language to the English language are examined.
    Themes include but are not limited to:
    • The ancient Romans
    • Geography
    • Art
    • Architecture
    • Entertainment
    • Food
    • Clothing 

  • Latin II

    Big Ideas: The Latin Level II course emphasizes the development of grammar study and passage translation through the strong foundation of translation skills. Students will confidently expand their Latin fluency by engaging in meaningful readings of Latin passages daily. They will explore the culture of ancient Romans through interpretive and presentational communicative assignments. Emphasis is placed on the students as productive and accountable learners to be open-minded as they grow linguistically and culturally.
    Themes for the class include, but are not limited to:
    • Ancient Romans, Celts and Egyptians 
    • Geography
    • Art
    • Architecture
    • Entertainment
    • Food
    • Clothing 
    • Cultural Values 

  • Honors Latin III

    Prerequisites: An honors-level course is significantly more demanding than a regular course. There will be a higher level of rigor in reading, writing, and research assignments. Additionally, there will be a larger workload. Evidence of student proficiency will be measured through student performance. Those students wishing to take honors-level courses are to speak to their most recent language teacher to discuss the appropriate expectations of this honors course in relation to their reading, writing, listening and speaking proficiency levels in previous language courses.
    Big Ideas: Establishes the student as a lifelong learner, motivated to set her own goals and reflect on her progress as she begins to reach higher levels of proficiency with grammar and translation. As productive global citizens, there will be an increased use of technologies when interpreting messages, interacting with others, and producing written and visual messages. Students will analyze and synthesize authentic information as well as negotiate meaning across language and culture in order to explore problems and issues from their own and different perspectives.
    • Grammar completed with study of the subjunctive mood
    • Completion of Cambridge Latin Course, Unit 3; Transition into Translation of authentic Latin in the works of Caesar, Cicero, Pliny, Catullus, Ovid and others
    • Deepened cultural understanding through background study of these and other authentic readings 

  • AP® Latin: Julius Caesar and Vergil

    Prerequisite: Prerequisite 85% or higher in Honors Latin III and teacher approval.
    Requirement: The AP® Latin course will develop the ability to read, translate, understand, analyze and interpret in Latin portions of Books 1, 2, 4, and 6 of Vergil’s Aeneid and portions of Books 1, 4, 5, and 6 in Julius Caesar’s Gallic War. The course will also develop the ability to read, understand, analyze and interpret in English Books 1, 2, 4, 6, 8 and 12 in Vergil’s Aeneid, and Books 1, 4 and 6 in Julius Caesar’s Gallic War. The College Board AP® Latin syllabus “includes readings in Latin and English from Vergil's Aeneid and Caesar’s Gallic War. Reading in English helps students identify significant themes, central characters, and key ideas in the Latin passages” (College Board). Students will analyze Latin and English syllabus readings through historical, social, cultural and political lenses. Students will also examine passages by other authors periodically throughout the course to build at-sight reading skills. “Recommended prose authors include Nepos, Cicero (excepting his letters), Livy, Pliny the Younger and Seneca the Younger … Recommended verse authors include Ovid, Martial, Tibullus, and Catullus ...” (College Board). 
    • AP syllabus selected passages from Caesar’s De Bello Gallico and Vergil’s Aeneid
    • Grammatical structures and vocabulary
    • Literary technique of poetry and prose
    • Cultural, social and political context of the works of Caesar, Vergil and other contemporaries

  • Mandarin Chinese I

    Big Ideas: Acquaints students with Asian cultures, modern China and Chinese language. The course is designed for students to generate broad interest in Asia so that students can proceed to a general study of Chinese language and culture. The lessons will integrate culture with language practices that all tie into the main theme of each unit. Students will learn four language skills for daily communication. Basic sentence patterns, vocabulary, pinyin system and writing simplified characters are all practiced in meaningful contexts. Themes include but are not limited to:
    • Greetings/Chinese culture and history
    • Asian countries
    • Family
    • Dates and time
    • School and sports

  • Mandarin Chinese II

    Big Ideas: Emphasizes the development of proficiency through the strong foundation of the spoken language and written text organized thematically. Students will confidently expand their Chinese fluency and pronunciation by engaging in daily meaningful Chinese conversation. They will listen and respond to native speakers in diverse accents from around the Chinese-speaking world, specifically, Mainland China and Taiwan. Emphasis is placed on the student as productive and accountable learners to be open-minded as they grow linguistically and culturally. Proficiency will be demonstrated through student performance. Topics include but are not limited to:
    • Food and restaurants
    • Clothing and shopping
    • Feeling and emotions
    • Daily routine
    • Extracurricular activities

  • Honors Mandarin Chinese III

    Prerequisites: An honors-level course is significantly more demanding than a regular course. There will be a higher level of rigor with skills-based assignments and assessments. Additionally, there will be a larger workload. Evidence of student proficiency will be measured through student performance. Those students wishing to take honors-level courses are to speak to their most recent language teacher to discuss the appropriate expectations of this honors course in relation to their reading, writing, listening and speaking proficiency levels in previous language courses.
    Big ideas: The Honors Chinese Level III course establishes the student as a lifelong learner, motivated to set her own goals and reflect on her progress as she begins to reach higher levels of proficiency. As productive global citizens, technology integration will be the focus when interpreting messages, interacting with others and producing written, oral and visual messages. Students will analyze and synthesize authentic information as well as negotiate meaning across language and culture in order to explore problems and issues from their own and different perspectives.  

    Topics include but are not limited to:
    • Popular Chinese dishes
    • Cities and traveling
    • Locations and directions
    • Work and activities in summer time

  • Honors Independent Study: Mandarin Chinese lV

    Prerequisites: This Honors Independent Chinese IV course is offered for the Chinese heritage speakers whose language proficiency is beyond the Honors Chinese III offered at Saint Joseph Academy. Students who finished AP® Chinese and wish to continue learning Chinese are also eligible for taking this course.
    Big Ideas: In Honors Independent Chinese IV, students expand their knowledge and use of the language mainly in reading and writing. They will learn to complete interpretive tasks independently at their own pace. The topics covered in this course will be related to school, home and leisure activities as well as topics such as employment, current events, and matters of public and community interest. Course assignments will be posted weekly on the google classroom and the textbook Reading Into a New China (Volume 1) will be used as the reading and writing materials. Students will also set up in-person meetings with the teacher to discuss the assignments (the discussions will be conducted in Chinese).

  • AP® Mandarin Chinese

    Prerequisites: Those students wishing to take AP® level courses will have demonstrated intellectual scholarship in the subject and have received prior written approval from the previous Chinese teacher and/or department chair. The written approval will include, but not be limited to, proficiency levels, expectations, self-regulated practice assignments and online work to close any existing gaps between levels.
    Requirement: Taking the AP® Chinese Language Exam is mandatory. The cost is approximately $95.
    Big Ideas: Success in the AP® Chinese course demonstrates mastery of the content knowledge and skills from previous levels of Chinese that prepare the students for 21st-Century college and career readiness skills. Students, as responsible leaders, leverage their linguistic and cross-cultural skills to inspire others to be fair, accepting, open and understanding within and beyond the local community. Their high level of proficiency and excellent command of Chinese will be used beyond high school to learn from and work cooperatively across cultures, sharing responsibility to make compromises while working toward a common goal.

    Topics are:
    • Sustain conversations in Chinese on a variety of topics
    • Analyze listening materials intended for native-speaking audiences, such as news and radio broadcasts, advertisements and film clips
    • Use new vocabulary and previously mastered structures to write persuasively with support from authentic Chinese sources
    • Use new vocabulary and previously mastered structures to write culturally appropriate email correspondence
    • Use mastered vocabulary and structures to introduce Chinese culture in three modes (perspectives, practices and products)

  • Spanish I

    Big Ideas: The Spanish Level I course comprises a basic understanding of content knowledge and communication skills that develop insight into the nature of language and culture. Specifically, students will build their Spanish skills by daily speaking, listening, reading and writing through different themes. Cross-curricular patterns, structures, strategies and comparisons of the Spanish language to the English language are examined. Proficiency will be demonstrated through student performance.
    • Greetings
    • School
    • Family
    • Hobbies and sports
    • Vacations
    • Geography
    • Hispanic culture 

  • Spanish II

    Big Ideas: The Spanish Level II course emphasizes the development of proficiency through the strong foundation of the spoken language and written text organized thematically. Students will confidently expand their Spanish fluency and pronunciation by engaging in meaningful Spanish conversation daily. They will listen and respond to native speakers in diverse accents from the Spanish-speaking world. Emphasis is placed on the students as productive and accountable learners to be open-minded as they grow linguistically and culturally. Proficiency will be demonstrated through student performance.
    • Clothing and shopping
    • Daily routines and chores
    • Food and restaurants
    • Entertainment and celebrations

  • Honors Spanish III

    Prerequisites: An honors-level course is significantly more demanding than a regular course. There will be a higher level of rigor with skills-based assignments and proficiency assessments. Evidence of student proficiency will be measured through student performance. Additionally, there will be a larger workload. Those students wishing to take honors-level courses are speak to their most recent language teacher to discuss the appropriate expectations of this honors course in relation to their reading, writing, listening and speaking proficiency levels in previous language courses.
    Big Ideas: The Honors Spanish Level III course establishes the student as a lifelong learner, motivated to set her own goals and reflect on her progress as she begins to reach higher levels of proficiency. As productive global citizens, technology integration will be the focus when interpreting messages, interacting with others and producing written, oral and visual messages. Students will analyze and synthesize authentic information as well as negotiate meaning across language and culture in order to explore problems and issues from their own and different perspectives.
    • Health and well-being 
    • Travel
    • Environment 
    • Technology

  • Honors Independent Study: Spanish IV

    In the case that a student is taking Honors Spanish IV after taking AP® Spanish, she may choose to take the class for a standard letter grade, A-F for honors credit or Pass/Fail. Students wishing to take the course P/F are required to complete the Pass/Fail Waiver and inform the teacher that they would like to take the course P/F within the first two weeks of the course. Please note, honors credit cannot be awarded when a course is taken P/F. 
    Prerequisite: Previous Spanish teacher and/or Department Chair Approval

    Big Ideas: Includes an intensive online independent study of Spanish grammar and an in-person speaking and writing lab. The online component will include an in-depth emphasis on comprehension of key grammatical concepts while the lab is for students to practice speaking and writing the language and for the teacher to provide meaningful feedback to students. Due to the nature of the course, students must possess strong time-management skills. This course is intended to provide a bridge between the Honors Spanish III course and Advanced Placement Spanish and/or university-level Spanish. However, it is not a prerequisite for Advanced Placement Spanish.

  • AP® Spanish Language

    Prerequisites: Those students wishing to take AP®-level courses will have demonstrated intellectual scholarship in the subject and have received prior written approval from the most recent Spanish teacher and in some cases, the Department Chair. This written approval will include, but not be limited to, proficiency levels, expectations, individual review and a possible online workload to close any existing gaps between levels.
    Requirement: Taking the AP® Spanish Language Exam is mandatory. The cost is approximately $95.
    Big Ideas: Success in the AP® Spanish course demonstrates mastery of the content knowledge and skills from previous levels of Spanish that prepare the students for 21st-Century college and career readiness skills. Students as responsible leaders leverage their linguistic and cross-cultural skills to inspire others to be fair, accepting, open and understanding within and beyond the local community. Their high level of proficiency and excellent command of Spanish will be used beyond high school to learn from and work cooperatively across cultures, sharing responsibility to make compromises while working toward a common goal.

    Topics include:
    • Global challenges
    • Personal and public identities
    • Science and technology
    • Beauty and aesthetics
    • Contemporary life
    • Families and communities

  • Spanish for Heritage Speakers

    Prerequisites: Must be a native or heritage speaker of Spanish who already has some oral language proficiency.
    Big Ideas: The purpose of this course is to enable students whose heritage language is Spanish to develop, maintain and enhance proficiency in Spanish. This is done by providing them the opportunity to listen, speak, read and write in a variety of contexts and for a variety of audiences, including the family, school and community. Spanish Heritage Speakers will allow students to explore the cultures of the Hispanic world including their own and will enable students to gain a better understanding of the nature of their own language, as well as other languages to be acquired.

  • Spanish for Heritage Speakers II

    Prerequisites: Must be a native or heritage speaker of Spanish who already has some oral language proficiency and have taken Spanish for Heritage Speakers I. 
    Big Ideas: The purpose of this course is to enable students whose heritage language is Spanish to develop, maintain and enhance proficiency in Spanish. This will be done by providing them the opportunity to listen, speak, read and write in a variety of contexts and for a variety of audiences including the family, school and community. Spanish Heritage Speakers II will allow students to deepen their understanding of the cultures of the Hispanic world, including their own and enable students to gain a better understanding of the nature of their own language, as well as other languages to be acquired.

Department Faculty