Spanish at Emerson

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DJUSD's World Language Program Resources

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Emerson Junior High School Spanish Language Program

Program Overview

The Spanish Language Program at Emerson Junior High values bilingualism, bi-literacy, multicultural competence and equity. It offers students a variety of opportunities to learn or improve their Spanish in a culture-centered, standards-aligned and proficiency-oriented setting.  These include: language courses at the beginning and intermediate levels (ACTFL K-12), as well as immersion and interdisciplinary courses with Spanish integrated into the curriculum.  Our program has two strands: (1) Spanish as a Second Language courses for beginners, and (2) Spanish Specialty Courses for Spanish Users, including Spanish Language Immersion, an articulated curriculum continuing the Spanish Language Immersion sequence started in elementary school, and Spanish Across the Curriculum. This higher-proficiency language program bridges the elementary Spanish Immersion program to the secondary world language program at Davis High School, further language studies at the university, and use in the community at large.  The course of study for Spanish Immersion Students is committed to empowering students for the vocational application of language skills and cultural competence necessary to live in and effect positive change in a diverse, democratic global community.

Based on interest, teacher availability and funding, we may offer special Spanish and culture-related studies, such as summer service-learning opportunities with Spanish application, Spanish for Spanish Speakers, and additional courses to enhance the learning and use of Spanish in more advanced settings. Our program is student-centered and interested in promoting the study of the Spanish language and culture across the content areas.

Teaching Philosophy

The Spanish Language Program is committed to excellence in secondary teaching.  Its mission is to bring students of various backgrounds to the point of communicative competence in Spanish and to equip them with the language skills and cultural knowledge necessary to pursue and further their academic, professional, and personal goals.  

Spanish language courses at Emerson Junior High are taught solely by language teaching specialists.  These are individuals who are hired and retained based on their proven record of effective teaching. Program teachers have benefitted from special funding from a U.S. Department of Education FLAP grant, which has brought additional resources and materials to all Spanish classrooms, as well as provided teachers with professional development opportunities and advanced training in best practices and current trends in teaching world languages.

The Spanish Language Program philosophy and curriculum are aligned to DJUSD's Board-Approved world language standards, including the Performance Guidelines for K-12 Learners by the American Council on the Teaching of Foreign Languages (ACTFL) and the College Board World Languages Framework. Additionally, the Spanish Language Immersion strand is also aligned to the DJUSD Spanish Language Immersion Program as a whole and follows the principles and guidelines outlined in the 2010 DJUSD Spanish Language Immersion Master Plan.

Language Courses

Each year, students from Emerson and Da Vinci Junior Highs can enroll in a full series of courses at the beginning (Elementary Spanish) and intermediate (i.e. Immersion Strand) levels.

Spanish as a Second Language Strand

In the beginning courses, emphasis is placed on developing initial competence in all four skills: reading, writing, speaking, and understanding the language.  As part of each course, students learn basic communicative skills as outlined in world language standards (such as how to introduce themselves, ask for information, arrange transportation, order in a restaurant, describe their daily life, and carry on every-day conversations).  Through readings, slides, and films, students are also introduced to basic knowledge of the major Spanish-speaking countries-e.g. geography, political systems, educational systems, media, and customs. These courses are aligned to the ACTFL proficiency scale (novice level low/mid/high), which UC-system language courses refer to as elementary-level courses. Student progress is monitored through ACTFL standards-aligned independent assessments such as the Minnesota Language Proficiency Assessment (MLPA) and the Standards-Based Measurement of Proficiency (STAMP).

Spanish Specialty: Spanish for Spanish Users Strand

In June of 2010, the DJUSD Board of Education approved new course titles for Spanish Immersion courses at Emerson,  thus:  (a) allowing for the articulation of the existing Spanish as a Second Language courses (Spanish 1, 2, 3, etc.) with the Immersion courses (previously 3A, 3B, 4H); (b) reflecting the findings of standards-based language assessments administered through the FLAP grant; and (c) adopting the recommendations of the Spanish Immersion Collaborative and the new 2010 Master Plan to align to standards and focus on students' demonstrated levels of communicative proficiency in the Spanish language.

Students with a demonstrated Spanish proficiency of at least an ACTFL novice high prior to entry (STAMP score of 3 or higher in all skills) are placed in the first year of the junior high Spanish Specialty/ Language Immersion Strand (Spanish Elementary-Intermediate Transition P). The goal of this class is for students to reach ACTFL intermediate-low or higher by the end of the year in all communication modes and skills.

Spanish Intermediate 1 Honors P and Intermediate 2 Honors P are ACTFL-intermediate courses continuing the proficiency-based sequence. They focus on further developing skills previously acquired, on deepening and broadening students’ understanding of contemporary culture of Spanish-speaking countries, and on helping students make the transition from reading the mostly prepared texts of beginning language instruction to reading authentic texts of various lengths. In each intermediate course, students read shorter, authentic texts relevant to the topic of discussion and often supplement this reading by consulting online sources and viewing video material related to it.  Simultaneously, students begin to do more and longer free writing.  Orally, the intermediate courses seek to help students master the oral proficiency skills appropriate to the intermediate low/mid and intermediate mid/high levels as measured by the ACTFL oral proficiency scale.  Among these is the ability to narrate comfortably in the present, past, and future.

Throughout all levels of language instruction, video and audio materials are routinely used to augment classroom lessons.   As the resources of the Internet, the World Wide Web, and various multimedia programs have become readily accessible to all faculty and students, our language program makes productive use of them. 

Spanish Speakers: If you were raised in a Spanish speaking environment, have lived in a Spanish speaking country for an extended period of time (more than three years), and speak the language with some members of your family and friends, please take a few minutes to read the information about our Spanish Specialty for Spanish Users (SPSSU) strand, which teaches Spanish Immersion students as well as Spanish Heritage students.

Spanish Specialty for Spanish Users is appropriate for heritage speakers who learned the Spanish language in their countries or communities of origin, or are first or second generation of Spanish speakers in the U.S. If you are a heritage speaker and have interest in improving your language skills by reading and writing in Spanish in a friendly environment that respects and celebrates your culture and knowledge, these classes are for you. We strongly recommend completing the Spanish Immersion sequence and Spanish Across the Curriculum courses offered at Emerson. [Lee el cuestionario para hispanoparlantes al final de esta lista de descripciones.] 

Spanish Across the Curriculum

Social Studies in Spanish – 7^th Grade Curriculum: Currently seventh graders with a demonstrated level of proficiency (STAMP score 3 or higher) whether immersion or native Spanish-speaker may enroll and earn credit in the content-based course of Social Studies in Spanish. This course covers 7^th grade state of California Social Studies standards and enables students to practice the language intensively while simultaneously concentrating on topics within the required social studies curriculum.

With appropriate student interest and teacher availability this interdisciplinary program could expand and offer additional courses.

Special Courses and Summer Project-Learning Opportunities

On occasion, due to grants and parent and teacher volunteer efforts, we are able to offer special interdisciplinary courses and summer project work.  These activities are typically planned to expand the exposure to culture and Spanish language application of students in a service-learning environment. An example is the recent experience in south Davis, at the Migrant Center DJUSD summer program. For the past two years, teachers, parents and students conducted fundraising activities for the center and secondary Spanish students contributed their talents and enriched their life and school experiences by working with elementary-age children alongside teachers, tutoring in math and language and organizing and leading other related activities.

How Emerson Spanish Language Courses align to the ACTFL Scale

COURSE SEQUENCE

In June of 2010, the DJUSD Board of Education approved new course titles for Spanish Immersion courses at at Emerson,  thus:  (a) allowing for the articulation of the existing Spanish as a Second Language courses (Spanish 1, 2, 3, etc.) with the Immersion courses (previously 3A, 3B, 4H); (b) reflecting the findings of standards-based language assessments administered through the FLAP grant; and (c) adopting the recommendations of the Spanish Immersion Collaborative and the new 2010 Master Plan to align to standards and focus on students' demonstrated levels of communicative proficiency in the Spanish language.

The following course titles have been approved by the DJUSD Board of Education and the university system for high school credit fulfilling the Language Other than English (LOTE) requirements:

*ACTFL = American Council on the Teaching of Foreign Languages (www.actfl.org)

Course Descriptions:

Courses are listed by title name, followed by corresponding ACTFL-aligned proficiency level. Note: Proposed changes mean that students will be placed according to their demonstrated level of proficiency and advance as their communicative proficiency increases. Immersion courses will continue to be more advanced and accelerated than regular second language Spanish courses, but will no longer be tied to grade-level cohorts.

Spanish as a Second Language

SPANISH 1 (Level: Elementary, Introductory, or ACTFL Novice Low-Mid)

Teaches beginning-level competence in speaking, reading, writing, and listening comprehension aligned to ACTFL novice low (STAMP level 1). Elementary sequence (1-2-3) starts in fall only.

SPANISH 2 (Level: Elementary 2, Introductory 2, or ACTFL Novice Mid)

Sequential to Elementary Spanish 1, continues beginning-level competence in speaking, reading, writing, and listening comprehension aligned to ACTFL novice mid. Prerequisite(s): Spanish 1 – Elementary 1 with STAMP exit score of 2 or higher or equivalent placement by examination.

SPANISH 3 (Level: Elementary 3, Introductory 3, or ACTFL Novice Mid-High)

Sequential to Elementary Spanish 1, continues beginning-level competence in speaking, reading, writing, and listening comprehension aligned to ACTFL novice mid. Prerequisite(s): Spanish 1 – Elementary 1.5-2 with STAMP exit score of 2 or higher at exit; or equivalent placement by examination.

SPANISH 4 (Level: Elementary-Intermediate Transition, or ACTFL Novice Mid-High/Intermediate Low)

Sequential to Elementary Spanish 1, continues beginning-level competence in speaking, reading, writing, and listening comprehension aligned to ACTFL novice mid-high to intermediate low. Prerequisite(s): Spanish 1 – Elementary 2 to 2.5 with STAMP exit score of 3 or higher at exit; or equivalent placement by examination.

Spanish Specialty: Spanish for Spanish Users

SPANISH Elementary-Intermediate Transition P (Level: ACTFL Novice High-Intermediate Low)

Sequential to the K-6 immersion program or high performance in Elementary Spanish 2, this course completes the beginning-level competence in speaking, reading, writing, and listening comprehension aligned to ACTFL novice mid (STAMP level 3 or higher at entry). Conducted entirely in Spanish. Prerequisite(s): Spanish 2 – Elementary 2 with STAMP exit score of 3 or higher at exit; or equivalent placement by examination. Typically, this course is taken by 7^th grade immersion students with a high level of Spanish proficiency.  This course, taught entirely in Spanish, is designed to meet the unique needs of students who have completed the K-6 Spanish Immersion Program at César Chávez Elementary, as well as native-Spanish speakers who did not attend an Immersion Program.  In this course, students read and respond to historically and culturally significant works of literature. This course provides an accelerated, in-depth study that enriches and extends language skills and fluency well beyond what is expected in the standard Spanish levels I and II courses.  Students learn in a communicative-based environment that includes projects and activities.  The course emphasizes listening, reading, speaking, writing, grammar and cultural knowledge.  This course is offered only at Emerson Junior High.

SPANISH Intermediate 1 Honors P (Level: ACTFL Intermediate Low/Mid)
Intermediate composition and conversation based on the reading of selected prose and related cultural material. Speaking, reading, writing, and listening comprehension skills are developed by extensive use of media materials. Conducted entirely in Spanish. Prerequisite(s): course Elementary Spanish 3 – Emerson; or placement by examination into ACTFL Intermediate level (STAMP 3 or higher at entry).

This is the second accelerated and in-depth course in the secondary sequence of studies designed for Immersion students and/or high proficiency native speakers.  Taught entirely in Spanish, the curriculum culminates the K-8 immersion experience, effectively preparing students for success in higher courses such as Spanish Intermediate 2 Honors P or Hispanic/Latino Histories and Cultures.  This is an accelerated course that engages students in high-level critical thinking as they study a variety of authentic works and genres and continue to develop their high-level communicative fluency and proficiency. Students will broaden their knowledge of literature and culture, hone their oral and composition skills and refine and build upon their grammar and vocabulary base through a curriculum that exceeds what is expected in the standard Spanish secondary offerings at a similar level. This class is student-centered and differentiated, integrating individual, group and class projects, to provide a  challenging and rewarding program for all Spanish-speaking students, including high-achievers and gifted and talented students.  This course is offered only at Emerson Junior High.

SPANISH Intermediate 2 Honors P (Level: ACTFL Intermediate Mid-PreAdvanced)
Intermediate composition and conversation based on the reading of selected prose and related cultural material. Speaking, reading, writing, and listening comprehension skills are developed by extensive use of media materials. Conducted entirely in Spanish. Prerequisite(s): course Intermediate Spanish 1 – Emerson; or placement by examination into ACTFL Intermediate Mid level (STAMP 4 or higher at entry). Note: This course is not equivalent to Spanish V – AP, which follows specific AP College Board Test curriculum taught at the high school, typically at an ACTFL Pre-Advanced level or higher (STAMP score of 6+).

This is the third comprehensive and most advanced course designed for Immersion students.  This class, taught entirely in Spanish, integrates age-appropriate materials and activities to introduce students to college-level work, familiarizing them with works of major writers and diverse topics from a variety of Spanish speaking cultures. Students enhance communicative proficiency as well as develop their own personal voice, through engaging in extensive explorations, discussions and debates of current news and authentic literary works. They employ their critical thinking skills in a meaningful context that encourages global connectedness. Course content refines and extends listening, reading, speaking, writing, grammar and cultural knowledge expected in the standard Spanish levels I, II, III, IV and V.  This challenging class is designed for students who intend to take advanced placement language courses at DHS, or those students who intend to complete their formal Spanish studies in the 9^th grade. Completing this course with the corresponding exit score on the STAMP and a grade of “B” or better ensures successful transition into the Spanish V AP and Spanish VI Advanced Placement courses offered at DHS.  This course is offered only at Emerson Junior High.

Spanish Specialty: Spanish Across the Curriculum

7^th GRADE SOCIAL STUDIES IN SPANISH (Level: ACTFL Intermediate)

California standards-bases Social Studies curriculum with class conducted entirely in Spanish. 

Cuestionario para estudiantes hispanoparlantes en Emerson Junior High

En nuestros cursos se estudia la lengua por medio de:

Lecturas y discusiones sobre temas sociales, políticos, históricos y culturales
Énfasis en la escritura
Tutorías individuales
Instrucción completa en español
Repaso de gramática
Literatura, cine, televisión, música, arte, cultura popular, etc.
Enseñanza relevante a las necesidades de estudiantes hispanohablantes

Requisito: Demostrar un nivel 3 de español o permiso de la maestra y la administración.

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Cuestionario de diagnóstico

Si no eres un estudiante  que viene del programa de inmersión en primaria, aparte de demostrar tu nivel de español, debes considerar las preguntas del siguiente cuestionario para decidir si estos cursos son adecuados para tí. No vas a recibir nota por tus respuestas.

1. El español es una lengua que se ha hablado en mi familia por generaciones.
2. Mis padres, mis abuelos y otros familiares hablan español.
3. Se habla español en casa de mis padres.
4. Crecí en un país o región hispanohablante.
5. Hablo español con algunos amigos, aunque no con todos.
6. Me identifico total o parcialmente como latina/o, chicana/o, mexicana/o, centroamericana/o
7. En casa de mis padres se escucha música o se mira la televisión en español.
8. Mi familia conserva tradiciones culturales como posadas, quinceañeras, etc.
9. Deseo aprender más sobre la historia de países hispanohablantes y comunidades hispanohablantes en EEUU.
10. Aunque hablo español bien, quiero dominar mejor la lectura, la escritura y la conversación.
11. Me interesa aprender más gramática y ortografía (conjugaciones verbales, acentuación, etc.)
12. Quiero estudiar español pero no como idioma extranjero.
13. Me interesa la oportunidad de estudiar el español con otros estudiantes que hayan pasado por experencias culturalmente similares a las mías
14. No he vivido en ningún país hispanohablante pero hablo español con algunos familiares.
15. No soy latino/a pero me crié o viví en un país hispanohablante por varios años y aprendí muy bien el español.

Si tus experiencias personales son similares a estas, habla con una de las maestras del programa de español de Emerson. La maestra verificará si estás en el nivel adecuado para las clases y si hay espacio para admitirte. Si tienes cualquier duda comunícate con una de las siguientes maestras: Señora Avila, Señora Meade-Lee.