Spanish

The High Point Academy language program is a Comprehension based teaching program founded on the Comprehensible Input theories of Dr. Stephen Krashen, a researcher whose work is primarily focused on Second Language Acquisition (SLA).  The efficacy of comprehension based teaching has been documented in a variety of research studies, especially when compared to traditional (aka “legacy”) methods of language instruction.  Although the focus of novice-level classrooms is not on output (speaking and writing), the ultimate goal for all programs is proficiency in the target language.  Using the national standards of proficiency as developed by the American Council on the Teaching of Foreign Languages (ACTFL), comprehension based classrooms consistently produce students who have communicative competence and confidence in the target language. 

The goal of the 7th grade Spanish Language Program is to develop strong comprehension skills in present tense using Comprehensible Input/Acquisition Driven Instruction. (CI/ADI). Students are exposed to repetitive, high frequency language on a daily basis through storytelling, music, practice activities, games and cultural readings found in both the SOMOS 1 curriculum by Martina Bex and readers Piratas del Caribe y el mapa secreto by Mira Canyon and Carol Gaab and Esperanza by Carol Gaab. As students become confident in the target language, they use the Spanish they know to participate in class discussions and writing.

The 8th grade Spanish Language Program is a continuation of the 7th grade program with the addition of the two past tenses (Preterite and Imperfect). Using Comprehensible Input/Acquisition Driven Instruction (CI/ADI) methods found in the SOMOS 1&2 curriculum by Martina Bex and readers Leyendas Impactantes by Kristy Placido and Robo en la noche by Kristy Placido students explore different countries and cultures and receive input through storytelling, music, practice activities, games and cultural readings. Classes are conducted in the target language and the students share personal experiences and speak extemporaneously in conversation with the teacher as well as practice writing in past tense.