The World Language Program at the Medford Public Schools provides students with the necessary tools to become global citizens and learners committed to understanding and appreciating their own culture as well as the culture of others. The program strives to empower students by broadening their perspectives, applying their language and presentational skills to real-life situations and nurturing empathy for others. Furthermore, the program is committed to inspiring all students to find joy in language learning and applying their knowledge to other disciplines. As a result, students will develop the skills to be successful in today’s job market and feel fully competent and well-adjusted in today’s diverse world.
- Understand, interpret, and analyze what is heard, read, or viewed.
- Interact and negotiate meaning in spontaneous signed, spoken, or written conversations.
- Present information, concepts, and ideas,
- Interact appropriately with others in and from another culture.
- Gain cultural competence and understanding.
- Develop insight into the nature of language and culture.
- Connect with other disciplines and acquire information and diverse perspectives.
- Engage and responsibly collaborate with a variety of multilingual communities.
- Develop and employ social and emotional skills,
- Serve and lead in the community.
Guiding Principals 1
Guiding Principals 2
Guiding Principals 3
Guiding Principals 4
Guiding Principals 5
Guiding Principals 6
Guiding Principals 7
Guiding Principals 8
Guiding Principals 9
Guiding Principals 10
Acquisition and Progression of Skills
The 2021 Standards for World Language Practice describe the processes and skills students acquire as speakers/signers of world languages throughout the elementary, middle, and high school years to proficiently navigate a linguistically and culturally diverse world. Five of these practices - communications, cultures, comparisons, connections, and communities - appear explicitly in the content standards. The two final practices - social-emotional well-being and social justice - are implicit and woven through all the standards.
These practices are based on the standards presented in the 2015 World-Readiness Standards for Learning Languages, the 2017 CASEL Social and Emotional Learning Competencies, and research into the interconnectedness of language acquisition and social justice. The domains listed below are grouped by the role they fulfill in allowing students to demonstrate proficiency in the language.
The communication practices - speaks to how students communicate in languages other than English.
The linguistic cultures practices describe what students must know about various cultures to effectively communicate.
The connections, communities, social emotional, and social justice practices - expresses why students communicate in languages other than English. The practices, by necessity, appear simultaneously as students acquire language. The practices from the individual domains do not develop in isolation from one another. Students should develop them concurrently, and not focus upon one to the exclusion of the others
- French I CP, Italian I CP, Spanish I CP
- French II CP, Italian II CP, Spanish II CP
- French II Honors, Italian II Honors, Spanish II Honors
- French III CP, Italian III CP, Spanish III CP
- French III Honors, Italian III Honors, Spanish III Honors
- French IV CP, Italian IV CP, Spanish IV CP
- French IV Honors, Italian IV Honors, Spanish IV Honors
- French V CP, Italian V CP, and Spanish V CP
- French V Honors, Italian V Honors, Spanish V Honors
- Advanced Placement (AP) French/Italian/Spanish Language