We believe that learning a second (or even third!) language enriches our view of the wider world and helps us understand those from other cultures. Learning another language also strengthens our own grasp and use of English. DSHA offers 5 years of French, Latin, and Spanish, as well as 2 levels of Spanish for those who already speak Spanish at home. In our courses, students learn to communicate comfortably and proficiently in their chosen language and to appreciate and respect diverse cultures. They can also take part in experiences beyond the classroom through language conventions, travel, service, and exchange programs.
The World Languages Department is composed of two components: the modern languages of French and Spanish and the classical language of Latin. The French and Spanish component teach students to communicate in the target language to move them towards proficiency. Students have the opportunity to develop all four communication skills of speaking, listening, reading and writing. The Latin component teaches the students to read Latin and to appreciate the structure and beauty of the language and culture. The entire department encourages students to appreciate and respect cultural diversity and provides students with opportunities to learn about other cultures both in and out of the classroom.
In addition, many of our graduates receive college credits as a result of their language study at DSHA, either via AP scores, or what are called "retroactive credits" at many universities as a result of placement testing and taking a course at that university.
MEET THE WORLD LANGUAGES DEPARTMENT FACULTY:
Jennifer McLaughlin | at DSHA since 2011 | teaching since 1998
World Languages Department Chair World Languages Faculty Alpha Center Coordinator BS in French and International Relations, UW-Madison MA in Curriculum and Instruction, UW-Milwaukee Certificat Supéricur, la Sorbonne, Université de Paris McLaughlinJ@dsha.info
"Students bring unique and diverse backgrounds, interests and talents to DSHA. I’m inspired by their desire to learn, to meet new challenges and to thrive. It’s rewarding to introduce new language and see students apply and re-use it in a way that is meaningful to them. It’s also rewarding to watch students gain confidence and grow in their comprehension and ability to communicate in a new language."
Coleen Ayudan | at DSHA since 2006 | teaching since 1993
World Languages Faculty Respect Life Club Moderator BA in Education and German, UW-Madison MA, University of Hawaii Certification in Spanish, Mount Mary University Ph.D. in Educational Leadership, Cardinal Stritch University AyudanC@dsha.info
"Teaching at DSHA is an honor, privilege, and a vocation. The students inspire me through their wit, talent, and fortitude. A female student environment fosters the development of their unique God given talents in a way that is not possible in a mixed gender setting."
Eileen Gleeson | at DSHA since 1987 | teaching since 1982
World Languages Faculty French Exchange Program Director | French ClubModerator BA in French and Psychology, Marquette University MA in French and Education, UW-Madison Certificat Supérieur, La Sorbonne, Université de Paris Gleeson01@dsha.info
"The most rewarding thing about my job is watching our students grow over their four years here from giggly girls into poised, articulate, thoughtful young women. I especially love helping them expand their view of the world and develop an appreciation for people and cultures that are different from their own."
Lindy Knight Stone | at DSHA since 2015 | teaching since 2014
World LanguagesFaculty BA in Classics, Bucknell University MS Ed in Secondary Latin, Northwestern University KnightL@dsha.info
"The best part of my job is working with DSHA students every day. The maturity and enthusiasm with which DSHA girls approach their studies, whether in the classroom, at State Latin Convention, or in Italy, drive me to be the best teacher I can be."
Martha Parks | at DSHA since 2006 | teaching since 1980
World Languages Faculty Coordinator of the annual ¡Juntos! service trip to Quito, Ecuador BS in Education, specialization in Bilingual Education (Spanish), UW-Milwaukee Certification in Spanish, Mount Mary University ParksM@dsha.info
"I love the opportunity to teach the girls to believe in themselves, to follow their passions and to empower them to be all they can be. SI SE PUEDE!"
José Hurtado Pérez | at DSHA since 2011 | teaching since 1995
World Languages Faculty 2017-2018 Spain Trip Coordinator BBA in Business Administration, Escuela Naval Militar de España (Naval Military Academy of Spain) MA in Instructional Technology, Cardinal Stritch University Certification in Spanish, UW-Milwaukee Certification in Computer Science, Cardinal Stritch University HurtadoJ@dsha.info
"Teaching these girls and seeing their development brings a great satisfaction as a teacher. Many of them are witty, intelligent, funny and spiritually sensible people all at the same time and the many conversations and memorable moments, even candid conversations, have all made these years an ongoing adventure. Teaching and at the same time being taught make me feel a sense of joy seeing how this interaction increases my spiritual horizon day after day."
Spanish for Spanish Speakers I is designed to help native speakers to study Spanish formally in an academic setting. Students develop strategic Spanish academic vocabulary, learn to critically analyze a text, and acquire new information related to different academic content areas. For Spanish speakers to maintain the language, a formal study of Spanish needs to occur with instructional goals focusing on grammar, reading and writing, vocabulary development, exposure to the language and culture, and consciousness-raising activities about Spanish language and identity. Many students are partially bilingual and vary in their language skills. Students will produce writing in various formats and genres, while continuing to develop skills in the correct use of grammar, spelling, punctuation, and capitalization. Homework in this course consists of daily assignments ranging in time from an average of 15 to 20 minutes.
Spanish for Spanish Speakers II está diseñada para ayudar a los estudiantes hispanohablantes a estudiar el Español en un entorno académico. Los estudiantes adquirirán un vocabulario académicamente estratégico, aprenderán a analizar críticamente texto escrito y adquirir nueva información relacionada con otras materias escolares. Con objeto de mantener el idioma Español , se necesita un estudio formal con objetivos centrados en gramática, lectura y escritura; desarrollo del vocabulario, exposición al lenguaje, cultura, y actividades en español orientadas a sensibilizar al estudiante sobre su identidad. Algunos estudiantes son parcialmente bilingües y difieren en sus habilidades lingüísticas. Los estudiantes generarán escritura en diferentes géneros y formatos mientras continúan perfeccionando el correcto uso de la gramática, pronunciación y reglas de escritura. La tarea consistirá en ejercicios variados o estudio del texto, con un promedio de 15 o 20 minutos diarios.
Grades 9-12, 2 semesters, prerequisite: consent of instructor
Spanish for Spanish Speakers II extends the reading and writing skills of the fluent speaker with attention to problems particular to Spanish-speaking students. Extensive writing improves the grammar, spelling, and mechanics of formal language use. The students read, discuss, and write about various genres of Hispanic literature, focusing on improving reading comprehension, critical thinking, and analytical skills. The course includes cultural, sociological, and literary insights into the Spanish-speaking world. Spanish for Spanish Speakers II presents more advanced grammatical structures and expands vocabulary as well as the cultural themes presented in Spanish for Spanish Speakers I. The student will concentrate on an in-depth review of all verb tenses and grammar structures as she continues to expand her vocabulary. During this course, students will gain proficiency in using Spanish in increasingly complex ways to express thoughts on social and academic themes, interact with other speakers of the language, understand oral and written messages, make oral and written presentations, reflect on language variation, and critically view and evaluate media resources. Homework in this course consists of daily assignments ranging in time from an average of 15 to 20 minutes.
2 semesters, prerequisite: Spanish for Spanish Speakers I
This course is intended for non-native speakers of Spanish and for students who want to establish a firm basis for language acquisition. In Spanish I, the student will attain a command of basic vocabulary and grammatical structures necessary for personal communication. She will ask and answer, in oral and written form, basic questions dealing with such subjects as her health, weather, time, interests, family, and personal experiences. The student will develop the listening and speaking skills necessary to conduct most classroom activities in Spanish. Students will relate their personal experiences in the present and immediate future tenses. Students will read from materials provided in the text. The student is responsible for correct spelling and punctuation. Each student is expected to participate and to use the target language in class. Good pronunciation will be emphasized. Activities will be used to reinforce class content as well as to introduce Hispanic culture. Homework in this course has a specific focus which directly relates to a previously taught lesson. It consists of spending about 15 minutes per night on shorter assignments and doing longer assignments 2-3 times per week.
Students continue their study of Spanish by further expanding their knowledge of key vocabulary topics and grammar concepts. Students not only begin to comprehend listening and reading passages more fully, but they also start to express themselves more meaningfully in both speaking and writing. Each unit of this course consists of a new vocabulary theme and grammar concept, reading and listening comprehension activities, speaking and writing practice, multimedia cultural presentations, and interactive activities and practice which reinforce vocabulary and grammar. Students will be studying past tenses and the imperative and subjunctive moods will also be introduced in this level. There is a strong emphasis on providing context and conversational examples for the language concepts presented in each unit. Students should expect to use terms and phrases and a wide range of grammar patterns in their speaking and writing, and to respond appropriately to conversational prompts, analyze and compare cultural practices, products, and perspectives of various Spanish-speaking countries, and take frequent assessments where their language progression can be monitored. Students should expect an average of 15-20 minutes per day of homework related to the unit being study.
Grades 9-12, 2 semesters, prerequisite: Spanish I or equivalent
Spanish III presents more advanced grammatical structures and expands vocabulary as well as the cultural themes presented in Spanish I and II. This course emphasizes all four skills: oral communication, listening comprehension, writing, and reading. The student will create a variety of written and spoken forms with the language including oral presentations, creative writing, and other projects. She will also participate in more challenging conversations and continue to practice communicating in basic survival situations. The student will review uses of the preterit and the imperfect, will learn compound tenses, the future, and will be introduced to the subjunctive construction. In addition, the student will read short pieces related to Hispanic cultures and other authentic pieces of literature. Homework in this course consists of daily written assignments as well as 15 minutes of working on memorizing vocabulary. There are 2 major presentations/skits per quarter. The course is conducted almost entirely in Spanish.
Grades 9-12, 2 semesters, prerequisite: Spanish II or equivalent
Spanish IV, conducted in Spanish, presents a complete review of verbs and includes new grammatical structures including the past subjunctive. Spanish IV aids the student to reach a higher level of spoken communication and to develop writing skills through both formal and informal compositions, interviews, and other projects. Emphasis for both writing and speaking is on clear, well-developed, and well-organized communication of ideas. Students will also further develop reading skills through a variety of literary forms and make valuable comparisons between Hispanic cultures and their own. Students may practice test-taking skills for college placement exams. Homework in this course has a specific focus which directly relates to a previously taught lesson. It consists of spending about 15 minutes per night on shorter assignments and doing longer assignments 2-3 times per week.
Grades 9-12, 2 semesters, prerequisite: Spanish III or equivalent
This AP Spanish class will prepare students to take the AP Placement exam in Spanish Language and Culture. The exam tests students on their ability to speak and write about identity and family, current global challenges, art and literature, and science and technology. The course will introduce students to the necessary grammar and language structures required to express themselves in written and spoken form and will emphasize the students’ critical thinking and presentation skills in Spanish. Through the study of short works of literature and the history of art in the Spanish-speaking world, the students will be able to express the role of art in Spain and Latin America. The students will study and express the concept of “identity” both in their own lives and in Spanish-speaking cultures across the world. Through the study of current events, students will be able to express the important political and scientific issues of our time. Emphasis in class will be on active student participation, discussion and seminar-style presentations. NOTE: This course would be appropriate for native speakers after they have completed the Spanish for Spanish Speakers I & II, and very skilled and motivated Spanish III or IV students, who are looking to add an AP language course to their repertoire.
In Spanish V, the student will concentrate on an in-depth review of all verb tenses and grammar structures as she continues to expand her vocabulary. The student's communicative ability will be fostered through informal discussions, impromptu skits, and formal and informal oral presentations. A student will fine tune her reading comprehension skills through the use of authentic Hispanic literature. The students will also be exposed to language through different sources of multimedia. Written assignments will be designed to perfect writing skills and grammar use as well as one's ability to generate and communicate original ideas. Homework in this course consists of follow-up class assignments, readings and projects. Average amount of homework times varies; approximately 90 minutes per week. The student may also continue to practice test-taking skills for college placement exams and at completion of this course, should be able to communicate effectively with most native speakers of Spanish.
2 semesters, prerequisite: Spanish IV or equivalent
In Latin I the student will develop the ability to read and comprehend Latin. The student beginning Latin must understand that daily preparation is an essential part of building a foundation to succeed in the language and to advance to the next level. The basic grammar and cultural concepts are taught through textbooks, reading selections, teacher lecture, and student production. Each student will be responsible for word derivation, grammar rules, and vocabulary forms. Homework in this course consists of daily assignments, vocabulary quizzes for every chapter and a test after every concept is covered. Students will also spend a short amount of time per day memorizing and reviewing vocabulary. In addition, students will complete cultural projects throughout the year.
The Latin II student will continue the development of reading and comprehending Latin. The student will be taught the elements of Latin grammar as they are needed. Students study and understand cultural differences in greater depth. Each student is expected to be able to read Latin passages and answer questions about the passages in both Latin and English, as well as to think abstractly about reasons for some of the information within the passages. Homework in this course consists of short daily written assignments, vocabulary quizzes for every chapter and a test after every concept is covered. Students will also spend a short amount of time per day memorizing and reviewing vocabulary. In addition, students will complete cultural projects throughout the year.
Grades 9-12, 2 semesters, prerequisite: Latin I or equivalent
The goal of Latin III is to further refine translation skills, and become acquainted with more advanced grammatical topics. An extensive grammatical review will be utilized at the beginning of the year. Latin III will contain a general survey of Roman history and cultural topics. Students will complete projects on Roman history throughout the year. Homework in this course consists of short daily written assignments, vocabulary quizzes for every chapter and a test after each concept is covered. Students will also spend a short amount of time per day memorizing and reviewing vocabulary.
Grades 9-12, 2 semesters, prerequisite: Latin II or equivalent
LAT 3004 is a dual-credit class with the University of Minnesota Twin Cities and is the equivalent of Latin IV/V. This class is offered every other year, alternating with the AP Latin curriculum for students in Latin IV and V. The goal of this course is to develop a better appreciation for the Latin language through careful study of authentic texts. The class is taught like a college-level seminar, at the same level of depth as the AP curriculum. We will be focused on analyzing two texts: selections fo Vergil's Aeneid not covered in the AP curriculum, and Ovid's Metamorphoses. Students will complete cultural projects throughout the year. Homework in this course consists of daily translations, vocabulary quizzes and a test after every chapter. Students spend a short amount of time per day memorizing and reviewing vocabulary.
Grades 11 & 12, 2 semesters Prerequisite: Latin III or equivalent Note: This course will be offered for the 2018-2019 school year, but will not be offered for 2019-2020.
In AP Latin, students develop a deeper appreciate for the Latin language through careful study of Vergil’s Aeneid and Julius Caesar’s De Bello Gallico. This course is offered every other year and students have the opportunity to gain college credit by taking the AP Latin exam in May. (On alternate years, we offer the Advanced Latin IV/V class, in which students may choose to receive college credit through the University of Minnesota, pending approval.) The AP course is split between the two texts, Aeneid and De Bello Gallico. Through these texts, students hone their language skills by reading high-level Latin and also learn about the fall of the Roman Republic and the rise of the Julio-Claudian Dynasty through the words of the Romans themselves. Homework in this course consists primarily of daily translation preparations. Additionally, throughout the year, students learn to write argumentative essays, analyze unseen passages of Latin, and explore thematic commonalities in a year-long project. There is a test after every book or section of chapters is completed. Students spend a short amount of time per day memorizing and reviewing vocabulary.
This course is intended for non-native speakers of French and for students who have not yet studied the language. In the first year of French, emphasis is placed on speaking and listening skills with reading and writing introduced gradually. The student will acquire the vocabulary and grammar to function in a classroom where only French is spoken and to talk about their personal experiences and daily activities. Cultural material will focus on the daily life of French-speaking people and the importance of French in the world. Homework in this course consists of shorter daily written assignments, 2-3 longer written assignments per quarter and 2-3 skits per quarter. Students are also encouraged to spend approximately 10 minutes a day working on memorizing vocabulary.
French II expands on the vocabulary, grammar, and cultural material in French I. The student will develop the skills necessary for simple, everyday survival in a French-speaking country. A slightly heavier emphasis will be placed on reading and writing. Homework in this course consists of shorter daily written assignments, 2-3 longer written assignments per quarter and 2-3 skits per quarter. Students are also encouraged to spend approximately 10 minutes a day working on memorizing vocabulary.
2 semesters, prerequisite: French I or equivalent
This course is the equivalent of the first part of an intermediate college-level curriculum. In French III, the student will study more complex vocabulary and grammatical structures. Emphasis is placed on extended discourse and formal presentational speech as well as longer, authentic reading assignments and both creative and analytical writing assignments. Students will learn to communicate their opinions and feelings about various topics and events and to solve problems that might occur in a French speaking country. Culture, traditions, and daily life in France and French speaking countries will be studied in greater depth. Homework in this course consists of shorter daily written assignments, 2-3 longer written assignments and 2-3 skits per quarter. In addition, there are 1-2 projects/presentations per year. Students are also encouraged to spend approximately 10 minutes a day working on memorizing vocabulary.
2 semesters, prerequisite: French II or equivalent
This course is the equivalent of the middle part of an intermediate college-level curriculum. In Intermediate French, the student continues to study complex grammar and to enrich her vocabulary. She will also polish her communication skills through advanced discussion, authentic readings, and writing assignments based on French films, current events, literature, art, music, and history. Homework in this course consists of shorter daily written assignments, 2-3 longer written assignments, 2-3 skits and 2-3 reading assignments per quarter. In addition, there are 1-2 projects/presentations per year. Students are also encouraged to spend approximately 10 minutes a day working on memorizing vocabulary.
Grades 9-12, 2 semesters, prerequisite: French III or equivalent **Students will be eligible to receive 3 transferable college credits from University of Wisconsin-Whitewater by enrolling in the Concurrent Enrollment dual-credit program. $50 fee for anticipated field trips and materials
This course is the equivalent of the last part of an intermediate college-level curriculum. In French V, the student will study the fine points of French grammar and phrasing as she continues to expand her vocabulary. Communication skills will be refined through discussion, working with videos and recordings of native speakers, and reading and writing assignments based mostly on current French culture. Homework in this course consists of shorter daily written assignments, 2-3 longer written assignments, 2-3 skits and 2-3 reading assignments per quarter. Students are also encouraged to spend approximately 10 minutes a day working on memorizing vocabulary. In addition, students will read several works of authentic French literature.
Grades 9-12, 2 semesters, prerequisite: French IV or equivalent
World Language Related Activities
An annual French exchange program with the Lycée Saint Jean in Limoges, France
A semi-annual trip to Spain
A semi-annual trip to Italy for Latin students
An annual service trip to the Working Boys Center in Quito, Ecuador
Foreign films and speakers
Various ethnic events such as dances, concerts, festivals and plays
National, state and local contests and exams
World Language Trips
List of 3 items.
Spanish students travel to Madrid, Sevilla, and other cities | Spring break, 8 days