Lower School Languages
Language Day Celebration - May 4th, 2011
Language Day Celebration, May 4th, 2011
On Wednesday,May 4th, all divisions are going to celebrate Language Day.
This school wide celebration has been in place for a number of years. We are trying to honor all languages and cultures and to recognize our students’ passion for becoming culturally competent. On this day, Lower School students and teachers will try their best to
use frequently used expressions only in languages other than English. Many students will use the target languages they are studying in the Lower School (French, Chinese and Spanish). Some students will be able to use the language they speak at home; indeed, we have over 20 languages spoken by our students in the Lower School and this is a chance to celebrate this diversity.
The following phrases will be “banished” from the Lower School on Wed. May 4th:
1 - Good morning!
2 - How are you? / good, so so, not too good
3 - Can I go to the bathroom?
4 - It's not fair!
5 - I forget!
6 - Bye / See you later
Please, help us out and try to use a language other than English with your child
that day on your way to school and your way back home.
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Banished phrases
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French
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Mandarin Chinese
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Spanish
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1 - Good morning!
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Bonjour
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Zao Shang Hao!
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Buenos días
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2 - How are you?
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Comment ça va?
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Ni Hao Ma?
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¿Cómo estás?
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good
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Bien
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Wo hen hao!
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Bien
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so so
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comme-ci comme- ça
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Wo hai hao!
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Así, así
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not too good (bad)
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mal
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Wo bu hao!
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Mal
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3 - Can I go to the bathroom?
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Est ce que je peux aller aux toilettes, s’il vous plaît?
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Wo Ke yi Shang Ce suo Ma?
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¿Puedo ir al baño?
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4 - It's not fair!
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Ce n’est pas juste!
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Bu Gong Ping!
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¡No es justo!
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5 - I forget!
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J’ai oublié!
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Wo Wang le!
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¡Lo olvidé!
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6 - Bye
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Au revoir!
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Zai Jian!
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Adiós
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7 - See you later!
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A bientôt
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Zai Jian!
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Hasta luego
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[Please, refer to the audio files (mp3) below for pronunciation.]
Lower School Languages
The Lower School Philosophy of Modern Language Instruction
We believe that:
*Acquiring a second language emerges slowly and naturally, and at different rates for different children.
*Words and expressions must be taught in context, not in isolation. Children strive to MAKE SENSE out of new language instruction.
*Children go through several predictable stages as they acquire a second language.
*Children acquire a second language through active engagement.
*The teacher's role is to encourage and guide the student to produce language but should never force performance.
*Language is culture.
*The second language experience can contribute directly to the mastery of first language concepts in the curriculum.
*Elementary students who study another language gain insight and appreciate for other peoples and cultures and a better understanding of their own language and culture.
*Vocabulary should be taught in context, never in lists. Many repetitions of vocabulary are necessary, in the same lesson and in subsequent lessons. We believe this repetition should involve different modalities of learning to assist youngsters with different learning styles.
*Using a "deductive" approach is more natural and holistic than teaching grammar for grammar's sake.
*Using a variety of approaches, methods, materials, and strategies helps students acquire a second language and helps keep interest high.
*Students who study another language show greater cognitive development in such areas as mental flexibility, creativity, divergent thinking, and higher order thinking skills.
*Our students will have a better chance at any job in the future if they have knowledge of another language.
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