Foundations of Spanish
Published: July 2013
Page
2 of 7
ST. THOMAS SCHOOL MISSION AND GUIDING PRINCIPLES
The mission of St. Thomas School is to develop responsible citizens of a global society. In partnership
with parents, we inspire and motivate intellectually curious students. Our small, nurturing
environment supports the acquisition of a broad academic foundation with an emphasis on critical
thinking, leadership skills, and the development of strong character and spiritual awareness.
Curriculum with Coherence • Commitment to Character • Community of Learners • Climate for Learning
THE ST. THOMAS SCHOOL JOURNEY
At STS, students embark on an educational journey from the moment they enter school.
At the heart of the program are our Guiding Principles. We believe that a child’s
educational journey must be balanced betweeen the academic and affective domains.
Within the academic domain, core knowledge,
skills and understandings are developed
across seven primary disciplines.
Within the affective domain our
focus putting nine core virtues into
action.
We believe that certain skills
transcend specific disciplines and
grade levels. Therefore, five core
learning skills are integrated
throughout the curriculum:
communication, technology,
thinking, research, and selfmanagement. Academically, students are
expected not only to acquire knowledge and
skills, but to apply, analyze, synthesize, and evaluate what they learn. In support of
growth of character and spirit, students engage in experiences that call upon them to
explore, reflect, choose, act, and lead.
Foundations of Spanish
Published: July, 2013
Page
3 of 7
INTRODUCTION
The St. Thomas School Spanish program is grounded in the development of listening
and speaking skills and cultural awareness, particularly in the early grades. Grammar
and other language conventions are learned through experience and direct instruction.
The program follows the natural sequence of language learning: understanding,
listening, speaking, reading, and writing. In the early grades, instructional techniques
involve physical activity and concrete experiences. Visuals, multimedia, manipulatives,
music, rhyming, and drama are crucial elements of the foreign language classroom.
In the lower grades, the emphasis is on communicative skills in listening and speaking,
which are the foundations for language acquisition. Students in the upper grades
deepen their proficiency in listening and speaking, and begin to acquire communicative
proficiency in reading and writing. Students also acquire a basic understanding and
appreciation of the diversity of cultures within the Spanish-speaking world. The
emphasis is on learning tasks that are meaningful to students and actively engage them
in learning.
The Spanish program at St. Thomas School encompasses all grade levels. The study of a
foreign language requires years of intensive study and/or immersion in using the
language on a continuous basis before most individuals of any age can achieve true
fluency. While the Spanish program at STS begins in Preschool and, therefore, students
are engaged in the acquisition of a second language over the period of many years, STS
is not a bilingual or immersion environment. The overarching goals are for students: (1)
to acquire a broad vocabulary; (2) be able to understand, speak, read, and write Spanish
at a basic level; (3) become curious about other cultures and languages; (4) build
confidence; (5) develop an understanding of language structure in general, and; (6)
establish a solid foundation for the continue study of the language in their future
studies.
Foundations of Spanish
Published: July, 2013
Page
4 of 7
VISION
St. Thomas School’s Spanish program is framed by four core domains: communication
and comparisons, culture, connections, and community. Students develop a lifelong
passion for studying a foreign language, and develop the linguistic and cultural skills
that enable them to explore diverse attitudes and experiences.
PHILOSOPHY
St. Thomas School’s philosophy toward foreign language instruction draws heavily
from the research and work of “Standards for Foreign Language Learning,” a
collaborative project among many educational organizations, including the American
Council for the Teaching of Foreign Language (ACTFL). In support of the School’s
overarching mission, the Spanish program seeks to “develop responsible citizens of a
global society” through communication, culture, connections, comparisons, and
communities.
As described in the Standards for Foreign Language Learning:
Communication is at the heart of second language study, whether the
communication takes place face-to-face, in writing, or across centuries through
the reading of literature. Through the study of other languages, students gain a
knowledge and understanding of the cultures that use that language. Learning
languages provides connection to additional bodies of knowledge that might be
unavailable to the monolingual English speaker. Through comparisons and
contact with the language being studied, students develop insight in to the
nature of language and the concept of culture and realize there are multiple ways
of viewing the world. Together, these elements enable the student to participate
in communities at home and around the world.
The early emphasis on learning Spanish in a natural way allows young children to
acquire second language skills in a manner that is similar to how they acquired their
first language. Every child is encouraged to participate and take risks. The emphasis is
on communication. Children in the Early Learning Center begin to acquire basic
vocabulary, which increases in quantity and language complexity as they move from
grade to grade.
Foundations of Spanish
Published: July, 2013
Page
5 of 7
Children in PreSchool through Second Grade learn best through oral expression – a
natural approach – and therefore the acquisition of basic vocabulary is done through
songs, games, and kinesthetic movements. At these ages, children are fascinated by
new sounds and are excellent mimics; therefore this is the optimal time for developing
good listening habits and pronunciation. Students also begin to acquire the language
through the use of flashcards and memory games. Primarily in second grade, students
also work with the written language, connecting their oral abilities with the written
word. Relating Spanish to their expanding literacy skills in English helps reinforce the
overall structure of language.
Students in Third through Fifth Grades begin to develop the ability to apply logical
thought to concrete problems and to work collaboratively. Therefore, students have the
opportunity to converse more frequently in pairs and in groups, and comparisons
between Spanish and English become part of the learning process. Spanish vocabulary
becomes increasingly embedded into various contexts. The use of flashcards, role
plays, skits, games, help students scaffold the learning process, and because students
now have a firm literacy foundation in English, an additional emphasis is placed on
reading and writing in Spanish.
In Sixth through Eighth Grades, students are expected to build in their previous
experiences and develop a much deeper understanding of Spanish grammar and an
expansive vocabulary. While a major focus remains on communication, students are
now expected to use Spanish to connect to a deeper body of knowledge, contrast
multiple world views, and deepen their understanding and sensitivity to the cultural
context in which Spanish occurs.
Throughout students’ journey through the Spanish program, they gain an early cultural
awareness of the language and the people who speak it. Students develop an
understanding of the different customs and traditions of the Spanish culture. Through
cross-curricular activities students experience the language in a more meaningful way
and are able to make connections across subject area and relate what they learn to life.
STS BEST PRACTICES
At STS we reflect upon curriculum and classroom practice in the light of research that informs
best practice. These guidelines reflect the importance of learning language strategies, diverse
learning styles, and the use of authentic cultural and language experiences.
Foundations of Spanish
Published: July, 2013
Page

6 of 7
At all grade levels, Spanish is the language spoken during Spanish classes, maintaining
an authentic “immersion” climate for a short period in which the teacher ensures the
integrity of the use of Spanish and in which the teacher models the target language.

Beginning in Third Grade, clarifications and instructions are occasionally scaffolded to
ensure comprehension, while not diminishing the integrity of the Spanish environment.
This is an 80/20 model in which Spanish is spoken 80 percent of the time, and English 20
percent of the time.

Vocabulary is continually acquired at the rate of 125 words per year of study, beginning
in PrePrimary.

The Spanish program embraces communicative learning in which students are expected
to use and apply their understanding of acquired concepts and vocabulary, rather than
merely having basic knowledge.

Learners are provided with meaningful, concrete experiences, making extensive use of
visuals, songs, rhymes, multimedia, props, hands-on, and print activities

Create a positive and supportive learning environment where students are encouraged
take risks as language learners

Error correction allows for continual learning, and when error correction is needed,
students are given opportunities, including wait-time, to self-correct

The physical classroom environment includes displays of student work and materials
that are instructional, motivational, and informative

Meaningful culture content is embedded in every unit

Lessons are differentiated to include a variety of activities, student groupings, and types
of interaction that consider diverse learning styles and previous language experience.

The program makes Spanish applicable to students on a personal level.

Where appropriate, the acquisition of vocabulary and concepts integrates with other
disciplines.

As language acquisition is cumulative, student learning is assessed frequently and
regularly, using a variety of types of assessments, in order to adjust instruction.

The use of technology connects students to the Spanish speaking world beyond the
walls of the classroom.

Project-based learning provides opportunities for students to synthesize and present
learning.
Foundations of Spanish
Published: July, 2013
Page
7 of 7
REFERENCES
Anderson, H. & Pesola, C. (1988). Languages and children: Making the match.
Best Practices in Foreign Language Instruction. Retrieved on February 17, 2010 from
http://www.lbusd.k12.ca.us/Main_Offices/Curriculum/Areas/Foreign_Language/pdf/Be
stPracticesforEffectiveForeignLanguageInstruction.pdf
Ervin, M. (1994). A Taste for language: A Recipe for Second language acquisition.
Krashen, S. & Terrell, T. (1983). The natural approach: Language acquisition in the classroom.
Oxford: Pergamon Press.
Chomsky, N., Rieber, R., & Voyat, G. (1983). Dialogues on the psychology of language and
thought: Conversations with Noam Chomsky, Charles Osgood, Jean Piaget, Ulric Neisser, and
Marcel Kinsbourne. New York: Plenum Press.
Halliday, M. A. K., McIntosh, A., & Strevens, P. (1965). The linguistic sciences and
language teaching. Bloomington: Indiana University Press.
Illustrations of Best Practices from Atlanta Public Schools Power Point Presentation/
Retrieved, February 17, 2010 from http://apskids.org/teach/forlang/bestpr.ppt#258,3,Use
Langford, P. (2005). Vygotsky's developmental and educational psychology. Hove, England:
Psychology Press.
Marquez, N., & Valero, L. (1993). Learning with movements: Beginning lessons in English,
based on James Asher's total physical response approach to teaching. Los Gatos, CA: Sky Oaks
Productions.
Ray, B., & Seely, C. (2008). Fluency through TPR storytelling: Achieving real language
acquisition in school. Pismo Beach, CA: Blaine Ray Workshops.
Reeves, J. (1989). Elementary School Foreign Language Programs. ERIC Digest.
Retrieved February 22, 2010 from http://www.ericdigests.org/pre-9212/programs.htm
Foundations of Spanish
Published: July, 2013