World Languages

AP Chinese Language and Culture focuses on refining skills in reading, writing and listening in Chinese. Special emphasis is placed on improving speaking proficiency. Cultural topics such as history, civilization, philosophy, music and art are studied in depth. In addition, students read and analyze several works/excerpts from various genres of literature. Intense vocabulary and grammar review prove integral parts of this course, which is conducted almost entirely in Chinese.

AP French V focuses on refining skills in reading, writing and listening in French. Special emphasis is placed on improving speaking proficiency. Cultural topics such as history, civilization, philosophy, music and art are studied in depth. In addition, students read and analyze several works/ excerpts from various genres of literature. Intensive vocabulary and grammar review prove integral parts of this course, which is conducted entirely in French.

In AP German Language and Culture, students refine reading, writing and listening skills, with special emphasis on improving speaking proficiency. Students examine cultural topics such as history, civilization, philosophy, music and art in depth, and read and analyze several works/excerpts from various genres of literature. Students read one radio play, several short stories and poems and three short novels in German. Intensive vocabulary and grammar review is an integral part of this course, which is conducted entirely in German.

In AP Latin, students refine their skills in translation and interpretation of Roman poetry. Students practice oral reading and study cultural topics, such as history, civilization and various philosophies, as they apply to the poetry and selected authors. Students also review grammar structures and learn new vocabulary, figures of speech and rhetorical devices.

In AP Spanish Language and Culture, students refine language skills, with emphasis on improving speaking proficiency, Students study cultural topics, such as history, civilization, philosophy, music and art, in depth. In addition, students read and analyze several works/excerpts from various genres of literature. Intensive vocabulary and grammar review prove integral parts of this course, which is conducted entirely in Spanish.

The AP Spanish Literature and Culture course introduces students to the formal study of a representative body of Peninsular and Latin American literary texts. Students study a variety of genres and types of discourse, enabling them to trace the history of Spanish prose from Don Juan Manuel to modern times. Throughout the course, students engage in extensive analysis, critique, and discussion of authentic literary works. Students learn to read more critically, and write and speak clearly in Spanish, while becoming acquainted with major movements in Hispanic Literature. The course is conducted completely in Spanish.

This course is the continuation of the Spanish Dual Language program from middle school. In this course students will improve their skills in interpretive, interpersonal and presentational communication as well as their knowledge of Hispanic cultures. Emphasis is placed on content rich materials, including novels, news articles, non-fiction texts, and authentic audio-visual materials. There is a congruent review of grammar themes from Dual Language A-C. This includes the present, preterit, imperfect, present progressive, conditional, future, and subjunctive tenses. In addition to learning more complex grammar structures, students will also increase their vocabulary to enrich and improve their communication skills in Spanish.

This full-year course is taught in Chinese and is thematic in nature. It assumes strong foundational skills in speaking, listening, reading and writing, and will expand upon the AP themes introduced during the previous two years of study. As such, it covers a wide range of topics related to the history of China, contemporary Chinese life, and the Chinese speaking world. Specific units may vary from year to year depending upon current events. Course goals: Advanced Topics in Chinese Language and Culture seeks to provide students with a means of maintaining and building upon the fluency they have worked to gain during their years in ACPS. The study of content-rich topics organized around themes will provide students with the opportunity to broaden their understanding of the world and in particular that of the Chinese speaking world. Providing an uninterrupted sequence of language study will maximize the potential for student success at college.

This full-year course is taught in French and is thematic in nature. It assumes strong foundational skills in speaking, listening, reading and writing, and will expand upon the AP themes introduced during the previous 2 years of study. As such, it covers a wide range of topics related to the history of France, contemporary French life, and the Francophone world. Specific units may vary from year to year depending upon current events. Course goals: Advanced Topics in French Language and Culture seeks to provide students with a means of maintaining and building upon the fluency they have worked to gain during their years in ACPS. The study of content-rich topics organized around themes will provide students with the opportunity to broaden their understanding of the world and in particular that of the Francophone world. Providing an uninterrupted sequence of language study will maximize the potential for student success at college.

This full-year course is taught in German and is thematic in nature. It assumes strong foundational skills in speaking, listening, reading and writing, and will expand upon the AP themes introduced during the previous two years of study. As such, it covers a wide range of topics related to the history of Germany, contemporary German life, and the German speaking world. Specific units may vary from year to year depending upon current events. Course goals: Advanced Topics in German Language and Culture seeks to provide students with a means of maintaining and building upon the fluency they have worked to gain during their years in ACPS. The study of content-rich topics organized around themes will provide students with the opportunity to broaden their understanding of the world and in particular that of the German speaking world. Providing an uninterrupted sequence of language study will maximize the potential for student success at college.

Advanced Topics in Latin continues the study of Latin through reading selections of authentic, unadapted classical Latin prose and poetry from authors whose use of Latin is more rigorous and challenging. Building on their successes in their previous Latin courses students will continue to develop their fluency skills in reading and comprehending Latin prose and poetry from a variety of authors. At the same time, students will learn the political, economic, social, intellectual, cultural, and religious aspects of classical antiquity. Students will also have the opportunity to compare the Latin selections to literature from other cultures, in addition to reading contemporary scholarship.

Students develop the ability to communicate about themselves and their immediate environment using simple sentences containing basic language structures. This communication is evidenced in all four language skills: listening, speaking, reading and writing. The development of students’ ability to communicate orally and in writing remains a focus of the course. Students continue to explore and study themes related to personal and family life, school life and community life. By the end of the course, students will have an expanded knowledge of 300 Chinese characters, with the ability to read and write them in simple sentence structures.

In this course, students develop their ability to speak, read, write and comprehend Mandarin Chinese through the application of functional tasks. Emphasis is placed on the development of communication skills in the target language. By the end of the course, students should be able to hold a brief conversation about their families, friends, dates, times, the weather, school life and transportation. Using Simplified Chinese characters (in use in mainland China), students learn to read and write 150 characters.

Students continue to develop the ability to communicate about themselves and their immediate environment using simple sentences containing basic language structures. This communication is evidenced in all four language skills: listening, speaking, reading and writing. The development of students’ ability to communicate orally and in writing remains a focus of the course. Students continue to explore and study themes related to personal and family life, school life and community life. By the end of the course, students have an expanded knowledge of 300 Chinese characters, with the ability to read and write them in simple sentence structures.

Students continue to develop the ability to communicate about themselves and their immediate environment using simple sentences containing basic language structures. This communication is evidenced in all four language skills: listening, speaking, reading and writing, with emphasis on the ability to communicate orally and in writing. Students begin to show a greater level of accuracy when using basic language structures, as they are exposed to more complex features of the language. Students continue to focus on communicating about their immediate world and daily life activities. Emphasis continues to be placed on the use of the target language in the classroom as well as on the use of authentic materials to learn about the culture. Some familiar themes and topics from level I may reoccur in level II. However, the spiraling nature of embedded theme-based instruction requires students to demonstrate their communicative skills and acquired linguistic knowledge at a new developmental level.

Students continue to develop and refine their proficiency in all four language skills: listening, speaking, reading and writing, with emphasis on the ability to interact orally and in writing. They communicate using more complex language structures on a variety of topics, moving from concrete to more abstract concepts. At this level, students comprehend the main ideas of the authentic materials that they read and hear, and they are able to identify significant details when the topics are familiar. Students gain a deeper understanding of the world around them while studying rights and responsibilities, future plans and choices, teen culture, the environment and humanities. Some familiar themes and topics from levels I and II may reoccur in level III. However, the spiral nature of the theme-based instruction requires students to demonstrate their communicative skills and linguistic sophistication at a new developmental level.

Students continue to develop and refine their proficiency in all four language skills: listening, speaking, reading and writing, with emphasis on the ability to interact orally and in writing. They communicate using more complex language structures on a variety of topics, focusing on abstract concepts. At this level, students comprehend the main ideas of the authentic materials that they read and hear, and they are able to identify significant details when the topics are familiar. Students gain a deeper understanding of the world around them while studying Beijing, facets of China’s traditional culture, social life, hobbies, the environment, work and college. Some familiar themes and topics from Chinese I, Chinese II and Chinese III may reoccur, however, the spiral nature of theme-based instruction requires students to demonstrate their communicative skills and sophistication at a new developmental level.

This is an intensive situation-oriented conversation course, with a cultural component, based on practical application. The course is intended for students participating in our exchange with a partner school in Caen, France. Pre-departure instruction prepares students to function in everyday situations and conversational exchanges to be encountered during a two- to three-week home-stay with a French family. While in France, students attend regularly scheduled classes and immerse themselves in the French language and culture. This course offering is dependent upon student interest and the availability of qualified teacher chaperones. Each student produces and submits a project upon completion of the home-stay.

Students learn essential vocabulary and structures for day-to-day situations. Vocabulary and grammar structures are presented in real-life contexts and are developed around specific communicative functions. Topics focusing on adolescents’ lives, needs and experiences, such as family, after-school activities and shopping, are integrated into instruction, as well as products, practices and perspectives drawn from the target culture. During the language-learning process, students gain insights into how their own language is structured, as well as an increased understanding of the relationship between culture and language. Students also develop an appreciation for the many recreational, educational and occupational uses of French beyond the classroom. This course stresses communication and culture, making use of a variety of ancillary materials and appropriate technology applications to present the language in an authentic manner. Students attain language proficiency through acquired cultural knowledge and the development and application of the four language skills: listening, reading, speaking and writing.

Students learn basic vocabulary and language structures for day-to-day situations. This course stresses communication and culture, making use of a variety of ancillary materials and appropriate technology applications to present the language in an authentic manner. Students attain language proficiency through acquired cultural knowledge and the development and application of the four language skills: listening, reading, speaking and writing.

Students continue the study of French language and culture, learning essential vocabulary and structures for day-to-day situations. Vocabulary and grammar structures are presented in real-life contexts and are developed around specific communicative functions. Topics focusing on adolescents’ lives, needs and experiences, such as family, after-school activities and shopping, are integrated into instruction, as well as products, practices and perspectives drawn from the target culture. During the language-learning process, students gain insights into how their own language is structured, as well as an increased understanding of the relationship between culture and language. Students also develop an appreciation for the many recreational, educational and occupational uses of French beyond the classroom. This course stresses communication and culture, making use of a variety of ancillary materials and appropriate technology applications to present the language in an authentic manner. Students attain language proficiency through acquired cultural knowledge and the development and use of the four language skills: listening, reading, speaking and writing.

Students continue the study of French language and culture, with emphasis on the development of communicative competence. French II centers on further development of students’ reading, writing, listening and speaking skills in the target language. Students begin to show a greater level of accuracy when using basic language structures. They focus on communicating information about their immediate world and daily activities as they encounter more complex features of the language. Vocabulary, grammar and language structures are presented in real-life contexts and are developed around specific communicative functions. Emphasis continues to be placed on the use of French within and beyond the classroom, with the integration of authentic materials into instruction to learn about the cultures of the French-speaking world.

In the French III course, students continue to focus on the development of communicative competence in the target language, while enhancing their productive and receptive skills. Students will understand oral and written messages in French, and will interact with each other and with the teacher, both orally and in writing. During the third level of language study, students begin to use more complex structures and are able to communicate about an increasingly wider range of topics. Units of study are thematic in nature and grammatical concepts are presented and practiced in context. Thematic units include contemporary life, choices and future plans, teen culture, the environment and the humanities. The level III class is conducted largely in French.

Level IV French reviews and recycles some of the essential structures introduced in levels I, II and III. As students revisit these key concepts, focus is on the development of communicative competence, both in writing and in speaking. Units of study are thematic in nature and grammatical points are presented and practiced in context throughout the year. Vocabulary is introduced via short readings, contemporary articles, songs and films. During the course of the year, students refine their control of the major verb tenses and focus on clear and consistent use of tense in sequencing events. The course is conducted in French and students are expected to use the target language with the instructor and with each other in the classroom.

This is an intensive situation-oriented conversation course, with a cultural component, based on practical application. The course is intended for students participating in our student exchange with a partner school in Austria. Pre-departure instruction prepares students to function in everyday situations and conversational exchanges likely to be encountered during their two-week home-stay with an Austrian family. While in Austria, students attend regularly scheduled classes and immerse themselves in the German language and culture. Field trip locations include Munich, Salzburg and Vienna. This course offering is dependent upon student interest and the availability of qualified teacher chaperones. Students produce and submit projects upon completion of the course.

Level I German focuses on the development of communicative competence and on the understanding of German-speaking cultures. Students develop a solid and comprehensive foundation in the target language in the domains of listening, speaking, reading and writing. Vocabulary and grammar structures are presented in real-life contexts and are developed around specific communicative functions. Topics focusing on adolescents’ lives, needs and experiences, such as family, after-school activities and shopping are integrated into instruction, as well as products, practices and perspectives drawn from the target culture. During the language-learning process, students gain insights into how their own language is structured, as well as an increased understanding of the relationship between culture and language. Students also develop an appreciation for the many recreational, educational and occupational uses of German beyond the classroom.

Students learn basic vocabulary and language structures for day-to-day situations. This course stresses communication and culture, making use of a variety of ancillary materials and appropriate technology applications to present the language in an authentic manner. Students attain language proficiency through acquired cultural knowledge and the development and use of the four language skills: listening, reading, speaking and writing.

Level I German focuses on the development of communicative competence and on the understanding of German-speaking cultures. Students develop a solid and comprehensive foundation in the target language in the domains of listening, speaking, reading and writing. Vocabulary and grammar structures are presented in real-life contexts and are developed around specific communicative functions. Topics focusing on adolescents’ lives, needs and experiences, such as family, after-school activities and shopping, are integrated into instruction, as well as products, practices and perspectives drawn from the target culture. During the language-learning process, students gain insights into how their own language is structured, as well as an increased understanding of the relationship between culture and language. Students also develop an appreciation for the many recreational, educational and occupational uses of German beyond the classroom.

In German II, students continue to develop their proficiency in the three strands of communicative competence: interacting with other speakers of German, understanding oral and written messages in German and making oral and written presentations in German. Students begin to demonstrate a greater level of accuracy when using basic language structures and are exposed to more complex features of the German language. Students continue to focus communication on their immediate world and daily life activities. Emphasis continues to be placed on the use of German in the classroom, as well as on the use of authentic materials to learn about the culture.

Students continue the development of communicative competence as they enhance productive and receptive skills. Units of study are thematic in nature and grammatical concepts are presented and practiced in context. Thematic units include contemporary life, choices and future plans, teen culture, the environment and the humanities. Students understand oral and written messages in German and interact with each other and with the teacher, both orally and in writing. During the third level of language study, students begin to use more complex structures and are able to communicate about an increasingly wider range of topics. The level III class is conducted largely in German.

In this pre-AP course students continue to develop their proficiency in the three strands of communicative competence: interacting with other speakers of the language, understanding authentic oral and written messages in the target language and making oral and written presentations in the target language. This highly rigorous curriculum requires students to analyze and synthesize authentic materials and exchange and support opinions on a variety of topics related to contemporary and historical events and issues, at a proficiency level commensurate with their study. Students comprehend spoken and written texts from a variety of authentic sources as well as produce compositions containing well-developed ideas on various topics. Units of study are thematic in nature and grammatical points are presented and practiced in context throughout the year. Vocabulary is introduced via short readings, ranging from the radio play “Das Mysteriose Konzert” by Hans Konig to contemporary articles, interviews, songs, film and the popular children’s novel “Emil und die Detektive” by Erich Kastner. During the course of the year, students refine their control of the major verb tenses (present, past, future and conditional) and focus on clear and consistent use of tense in sequencing events. The course is taught in German and students are expected to use German with the instructor and with each other in the classroom.

In this course, students focus on the development of communicative competence and their understanding of Roman culture. Students develop a solid and comprehensive foundation in the target language in the domains of listening, speaking, reading and writing. Vocabulary and grammar structures are presented in historical and real-life contexts and are developed around specific communicative functions. Topics focusing on history, culture, literature and daily life are integrated into instruction, as well as products, practices and perspectives drawn from the target culture. During the language-learning process, students gain insights into how their own language is structured, as well as an increased understanding of the relationship between culture and language. Students also develop an appreciation for the many recreational, educational and occupational uses of Latin beyond the classroom.

Students learn basic vocabulary and language structures for understanding life in Ancient Rome. This course stresses communication and culture, making use of a variety of ancillary materials and appropriate technology applications to present the language in an authentic manner. Students attain language proficiency predominantly through the development of reading and writing skills and acquired cultural knowledge.

Students continue to focus on the development of communicative competence and their understanding of Roman culture. Students develop a solid and comprehensive foundation in the target language through the domains of listening, speaking, reading and writing. Vocabulary and grammar structures are presented in historical and real-life contexts and are developed around specific communicative functions. Topics focusing on history, culture, literature and daily life are integrated into instruction, as well as products, practices and perspectives drawn from the target culture. During the language-learning process, students gain insights into how their own language is structured, as well as an increased understanding of the relationship between culture and language. Students also develop an appreciation for the many recreational, educational and occupational uses of Latin beyond the classroom.

Students enrolled in Latin II continue to develop their ability to comprehend written Latin texts with more complex grammar and syntax. The focus on comprehending Latin differs from the primary goal of the modern languages. Students read and comprehend adapted and/or authentic Latin from original sources. They learn about the perspectives, practices and products of the ancient Romans in areas such as architecture, art and history. Students compare these cultural and historical elements with those in their own culture, and find examples of the influence of Greco-Roman civilization in their own world. Students also compare effects of the geography of the ancient Roman world and that of the United States on aspects of culture such as food, dwellings, clothing and the arts.

Students continue the development of linguistic skills applied in the comprehension of authentic Latin texts with complex linguistic structures. Students expand their knowledge of archaeological evidence, art and literature as reflections of Greco-Roman perspectives and practices. They examine the Roman political system, multi-cultural aspects of the Roman Empire, and the role of geography in military history, and compare these with similar aspects of United States history and geography.

In Latin IV, students refine their skills in translation and interpretation of Roman poetry. Because the focus on comprehending Latin differs from the primary goal of the modern languages, the course centers on the interpretation of texts rather than on person-to-person communication. Students analyze the effects of features of style, such as figures of speech, word choice and meter, on a given author’s work. They expand their knowledge of the perspectives and practices of Greco-Roman civilization by examining its philosophy, religion, mythology and standards of personal conduct. Students also discuss the contributions of the Romans to modern law, government, art and architecture.

This elective honors students who bring multilingual skills into the T.C. Williams High School global community. Students who are bilingual can serve as teacher assistants in content area classrooms or World Language classrooms to aid the teachers in strategic use of students’ native languages or as language models in World Language classes.

This is an intensive situation-oriented conversation course, with a cultural component, based on practical application. The course is intended for students participating in our exchange with a partner school in Lima, Peru. Pre-departure instruction prepares students to function in everyday situations and conversational exchanges to be encountered during their two- to three-week home-stay with a Peruvian family. While in Peru, students attend regularly scheduled classes and immerse themselves in Spanish language and culture. This course offering is dependent upon student interest and the availability of qualified teacher chaperones. Each student produces and submits a project upon completion of the home-stay.

Students begin the study of Spanish, learning basic vocabulary and language structures for day-to-day situations. This course places emphasis on the development of communicative skills and the expansion of cultural knowledge, making use of a variety of ancillary materials and appropriate technology applications to present the language in an authentic manner. Students attain language proficiency through the development and application of the four language skills: listening, reading, speaking and writing.

Students begin the study of Spanish acquiring basic vocabulary and language structures for day-to-day situations. This course stresses communication and culture, making use of a variety of ancillary materials and appropriate technology applications to present the language in an authentic manner. Students attain language proficiency through acquired cultural knowledge and the development of the four language skills: listening, reading, speaking and writing.

Students continue the study of Spanish, learning basic vocabulary and language structures for day-to-day situations. This course places emphasis on the development of communicative skills and the expansion of cultural knowledge, making use of a variety of ancillary materials and appropriate technology applications to present the language in an authentic manner. Students attain language proficiency through the development and application of the four language skills: listening, reading, speaking and writing.

Students continue the study of Spanish language and culture, with emphasis on the development of communicative competence. Spanish II centers on further development of students’ reading, writing, listening and speaking skills in the target language. Students begin to show a greater level of accuracy when using basic language structures. They focus on communicating information about their immediate world and daily activities as they encounter more complex features of the language. Vocabulary, grammar and language structures are presented in real-life contexts and are developed around specific communicative functions. Emphasis continues to be placed on the use of Spanish within and beyond the classroom, with the integration of authentic materials into instruction to learn about the cultures of the Spanish-speaking world.

In Level III Spanish, students continue to develop their proficiency in the three strands of communicative competence: interacting with other speakers of the language, understanding oral and written messages in the target language and making oral and written presentations in the target language. They communicate at a level commensurate with their study, using more complex structures in the language on a variety of topics and moving from concrete to more abstract concepts. Students comprehend the main ideas of authentic materials they listen to and read, and are able to identify significant details when the topics are familiar. Students develop the ability to discuss in the target language topics related to historical and contemporary events and issues.

Students continue to develop their proficiency in the three strands of communicative competence: interacting with other speakers of the language, understanding oral and written messages in the target language and making oral and written presentations in the target language. They are able to exchange and support opinions on a variety of topics related to contemporary and historical events and issues, at a proficiency level commensurate with their study. Students comprehend spoken and written texts from a variety of authentic sources as well as produce compositions containing well-developed ideas on various topics. Class is conducted exclusively in Spanish. Students use the target language to access information in other subject areas and to compare and contrast cultural elements in the countries where the language is spoken with their own.

This course promotes accelerated literacy and language acquisition for targeted English Learner students at the secondary level. This is a tier II/III course because it is designed for adolescent emergent readers who are in the beginning stages of English language acquisition and need support developing foundational literacy skills in their native language, i.e. Spanish, as well in the following areas: Phonological awareness, concepts of print, vocabulary development, reading comprehension, writing, speaking, and listening. This course supports students’ movement along a literacy continuum from initial basic language acquisition, toward increasing levels of guided and independent transfer in listening, speaking, reading and writing. Spanish is used exclusively in the classroom and the class celebrates Spanish speaking culture(s).

This course is designed for students who are orally proficient in Spanish, but have limited to no reading and writing ability. Emphasis is placed on familiarizing students with the structural and written aspects of the language to improve their reading and writing skills. Students will begin to develop written compositions and become familiar with various literary genres. Students will also increase their awareness and appreciation of differences and similarities among the Hispanic culture. Upon successful completion of this course, students may progress to Spanish for Heritage Speakers II. Spanish is used exclusively in the classroom.

This course is designed for students who are orally proficient in Spanish, but have limited to no reading and writing ability. Emphasis is placed on familiarizing students with the structural and written aspects of the language to improve their reading and writing skills. Students will begin to develop written compositions and become familiar with various literary genres. Students will also increase their awareness and appreciation of differences and similarities among the Hispanic culture. Upon successful completion of this course, students may progress to Spanish for Heritage Speakers II. Spanish is used exclusively in the classroom.

This course is a continuation of Spanish for Heritage Speakers IA and is designed for students who are orally proficient in Spanish, but have limited reading and writing ability. Emphasis is placed on familiarizing students with the structural and written aspects of the language to improve their reading and writing skills. Students will begin to develop written compositions and become familiar with various literary genres. Students will also increase their awareness and appreciation of differences and similarities among the Hispanic culture. Upon successful completion of this course, students may progress to Spanish for Heritage Speakers II. Spanish is used exclusively in the classroom.

In this course, students will continue to expand their skills in listening, reading, writing and speaking Spanish. Emphasis is placed on increased complexity of grammatical structures, literary genres, and multi-paragraph basic compositions. Students are expected to understand the main ideas and some detail of authentic Spanish texts as they begin to analyze and synthesize written information. In written assignments, students will learn to summarize information, express their opinions, and provide some details. Students will also continue to study Hispanic culture by learning about various Hispanic personalities and historic events in Spanish speaking countries. Upon successful completion of this course, students may progress to Spanish for Heritage Speakers III. Spanish is used exclusively in the classroom.

This course concentrates on enhancing the students’ existing competencies in listening, reading, writing and speaking Spanish though exposure to Hispanic history, geography, culture, and current events. Students will be able to express facts, ideas, and feelings in a variety of higher level speaking and writing tasks. Students will read, analyze, and interpret a variety of authentic texts and improve their knowledge and application of grammatical structures. Students will share cultural perspectives and practices and develop a deeper understanding through the context of literature. Through reading, listening, and discussion activities, students will also continue to develop their vocabulary. Upon successful completion of this course, students may progress to Spanish IV or Spanish V/AP Spanish Language and Culture. Spanish is used exclusively in the classroom.