Richland One's foreign language program reflects the National Foreign Language Standards and the South Carolina Foreign Language Academic Achievement Standards.
At Richland One, we celebrate our collective efforts to offer all students foreign language instruction with an emphasis on literacy, real-life communication and cultural knowledge and understanding. Incorporating a focus on culture is aimed at enhancing the students' awareness of their role as global citizens and help them gain insight into their own culture and language.
All students have the opportunity to study at least one foreign language starting in the first grade.
French and Spanish are offered in grades 1-12.
Chinese, French, German, Latin and Spanish are taught in grades 6 and above.
The foreign language curriculum reflects the most recent developments in neurolinguistics, psycholinguistics and current research findings for effective instruction.
The majority of the foreign language faculty possess native or near-native fluency in the language they teach.
Standards-Based Curriculum in Foreign Language
Since 1998, the foreign language program has launched into a new direction, away from instruction based on memorized dialogues and tedious grammar drills. The new focus is on real-life communication. Generally speaking, instruction is planned in a manner to allow students to understand and convey oral and written messages on a variety of topics in the target language. More specifically, the curriculum is organized around the five goal areas for foreign language education: Communication, Cultures, Connections, Comparisons, and Communities.
The curriculum is aligned with ...
The National Foreign Language Standards,
The South Carolina Foreign Language Academic Achievement Standards, and
The expectations of South Carolina colleges and universities.
Research-Based Methodology with Proven Results
Two main approaches to foreign language instruction used in Richland One are "The Natural Approach" and The Total Physical Response (TPR). Within these approaches, students are encouraged to acquire a second language in virtually the same manner they acquired their first language.
The importance of listening in second language acquisition
Students acquire a second language primarily through listening. Listening comprehension is an essential skill in the language acquisition process. Current brain research supports the notion that listening must precede all other language skills, whether we are acquiring our first language or a second language. We must understand oral messages before we can be expected to respond to them orally or in writing. Richland One's foreign language teachers are trained in the current research-based methodology. They use the target language exclusively during instruction and help their students understand by using a variety of techniques aimed at facilitating comprehension.
Reading and writing are implemented starting in grade 3
According to current research, the instruction of reading and writing in a second language may begin as soon as learners have demonstrated reading literacy in their first language. As it is suggested by current research in foreign language education, students begin instruction in reading and writing in the target language as early as grade 3. Teachers follow the "natural order" as they introduce listening, speaking, reading and writing. As teachers plan and deliver instruction they place great emphasis on real-life communication and facilitate comprehension and production through the use of authentic materials and a variety of motivating strategies.