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Class 6 World Language
Students in sixth grade may enroll in Spanish and/or German at Lotus & Ivy. Students in many brick and mortar Waldorf schools take two languages, other than their native language, each year beginning in first grade until they select one language for in-depth study beginning in 7th grade. Our class size is 14 students, allowing the teacher to get to know each student and creating a school-family environment during class.
One of the striking features of the first Waldorf School, founded by Rudolf Steiner in Stuttgart in 1919, was that all pupils from Class 1 up were taught two world languages. Prior to that, world language learning in German schools (starting in Class 5) had been the privilege of those children belonging to middle and upper class families. What reasons did Rudolf Steiner give for introducing world languages for all children at this unprecedented, early age? These were certainly very different from the pragmatic reasons for teaching and learning world languages which have become increasingly important in society throughout the decades since then.
The encounter with other languages should not only serve to extend the individual’s horizon in a formal manner, it should also enrich and diversify his inner life, nurturing his very soul. It was vital, so Steiner maintained, to introduce languages other than one’s own as a means of counteracting whatever one-sided influence any particular language exerted on the developing child. By getting to name and recognize the objects in the world around him in a new way through the medium of a world language, every child would be given the opportunity to break free from the confines of his mother tongue. Education of this kind would prevent children from growing up into narrow-minded, nationalistically prejudiced adults. Instead of encouraging attitudes that ultimately separate people and nations from one another, tolerance and mutual understanding between nations should be consciously cultivated.
METHODICAL APPROACH
Rudolf Steiner gave various indications about the way children could be introduced to world languages in the first three years of school. The single most important suggestion is probably that the children should encounter the new language in a direct way, i.e., not through translation, but by “matching the words with the objects”. At the time, this was quite a revolutionary approach, but in the course of the 20th century, it gained almost universal acceptance for the teaching of world languages to children of this age (‘Direct Method’). As far as concrete objects are concerned, this is definitely the most obvious approach. The children’s mother tongue should, as a general rule, be reserved for “emergency situations”, e.g. when a child has hurt himself, when a quarrel among two pupils needs to be settled or for other urgent matters of classroom discipline.
Just as children, while learning their mother tongue, proceed from pointing and moving to actually saying things, such purposeful movement plays a very important part in learning a second language in the Lower School. Teachers will try to find as many opportunities as possible for the children to move and actually do things, both in response to simple commands, as is done in what is now called Asher’s Total Physical Response, and along with the teacher in verses and songs. The emphasis for the children then will be on the activity itself rather than on language learning. This coincides with what more recently has become known as Natural Second Language Acquisition.
“Language is best taught when it is being used to transmit messages, not when it is explicitly taught for conscious learning.” In a similar vein, Rudolf Steiner said the children should be trained in the ability to have little conversations about everyday life in the foreign language [“sachliches Konversieren”]. This includes topics like classroom objects, family, pets, the weather, food, etc.
Poetic language, based on rhythm and rhyme, is learned far more easily by children than is prose language. Along with singing, poetic language introduces the children to the flow of the new language and also familiarizes them with its prosodic/paraverbal elements: emphasis, intonation, pitch, etc. or, more generally speaking, with that part of human speech which is not expressed by the contents of the words.
Poetic language, by contrast, requires the children to be patient and prepared to listen inwardly and to realise that understanding may be a process that takes time. When we manage to give the children, on the one hand, enough language that is easily understood and, on the other, a reasonable amount that “demands patience”, they gradually learn to feel their way into understanding the meaning of even complex poetic forms and structures without these being mentioned. Understanding is prompted by emotion and empathy.
Playing games is an important part of language lessons in the Lower School. They should have a special place in every Lower School language teacher’s repertoire, not just because the children like them more than other activities, but because they offer a unique way of enticing the children to speak the language. The child focuses on the action, not on speaking or on groping for words, and the enjoyment of active participation in a language game removes any inhibitions a particular child might have.
VARIETY OF METHODS
Apart from the professional qualifications and skills of the teacher, the classroom as a social framework is probably the decisive factor for the success or failure of language lessons in the Lower School. As teachers, we are the source of the new language for the children when we recite an action rhyme or introduce a comprehension exercise, counting-out rhyme, finger-play, new game or singing-game. Our aim will always be to engage the pupils in such a way that they feel it is their own effort that matters most of all.
On this occasion, it also makes sense for the language teacher to ask the parents very clearly not to interfere with what their children are learning at school, i.e. not to correct them if they reproduce something from their language lessons at home and there are mistakes in it. It is much better for the children to get these straightened out at school. Also, the parents should be reminded that, for the child, the new language is very closely linked to the school environment (their own classroom, the presence of their teacher and their classmates etc.). Asking a child to say things at home in the world language completely alone often leads to feelings of insecurity and sometimes even to downright refusal.
Sometimes we are asked by parents why the written language is introduced as late as Class 4. The reasons for this are twofold: From a developmental perspective, the child passes through an important phase between his ninth and tenth year. He slowly begins to distance himself from his surroundings and to perceive people and objects around him in a new light. So this is the right time to introduce the written mode in world language teaching.
The other reason is to allow children the time to build up a large “treasure” of poems, stories, etc. in the course of the first three classes, thus having at their disposal a suitable body of language and activities that can be used in the first steps of handling the written word. The next stage, from writing to reading, is immensely facilitated when the first texts that the children get to read are somewhat familiar.
Spanish
During class time, Lotus & Ivy Spanish students follow a daily and weekly rhythm that includes poetry, bodily movements, songs, grammar & vocabulary lessons, games, and artistic response that will complement the main lesson curriculum.
In Story Time the teacher tells an authentic children’s Spanish story—engaging students’ imagination and reinforcing language concepts.
In Art Time students complete an art project which gives them a hands-on, practical application of language concepts. During Art Time the teacher engages students one-on-one and converses with them in Spanish about what they’re working on—further reinforcing language concepts.
Students then practice language concepts, with independent reading and writing for older students.
In general, our Spanish lessons are themed according to Waldorf-inspired main lessons for an integrated approach. If your student is new to Spanish studies, the teacher is able to differentiate the curriculum, so no one feels left behind.
Three-Fold Lesson Approach
Lotus & Ivy Spanish students follow a yearly and monthly rhythm with an eye towards festivals and seasons, and a daily rhythm that incorporates what is known uniquely to Waldorf pedagogy as the "three-fold lesson." This includes a rhythmic opening that reconnects the students both to the teacher and to the feeling of the language, re-awakening the topics from previous lessons. This portion contains an opening verse, songs and/or poetry, movement and/or active games and conversation in the target language. (All grade levels will have a portion of the lesson dedicated to conversation and practical vocabulary acquisition.)
A typical lesson then flows into thinking/listening activities that might include introduction to a new story or vocabulary theme, or grammar in grades 4-8. Then, most lessons wrap up with an artistic or hands-on component. This is considered "will work," where students complete an artistic and/or practical application of language concepts and can deepen their own individual connection to the topic. This might be creating a seasonal craft, or illustrating a story that was introduced, copying a poem that has been memorized, or even writing individual grammar exercises for older students.
Thus, the lessons flow with a rhythm that connects them to one another, to the cycles of the year, and to the larger rhythm of the students' school day.
In general, our Spanish content is in alignment with Waldorf curriculum themes throughout the grades for an integrated approach. The concepts and methods brought are developmentally age appropriate and often complement the main lesson curriculum, thus bringing an integrated approach into the students' learning.
COURSE OBJECTIVES AND METHODOLOGY
During the Middle School years, the intellectual and analytical capacities are unfolding in the child, and as adolescence brings inner changes and new growth, the language classes meet this with logic, structures and rules. Learning a new language gradually becomes a skills class that requires consistency, practice and analytical thinking for success. During these years, the children learn how to consciously apply rules of grammar in both written and oral expression. They create personal notebooks of vocabulary lists and grammar rules, in addition to maintaining the artistic lesson books in which they copy and illustrate cultural material.
The students will learn about some traditions and customs from different regions of the Hispanic world. These feed the students' active interest in the other cultures as their own horizons expand. Examples include: Learn some Spanish historical, geographical and cultural themes related to 6th and 7th grade morning lesson topics such as medieval heroes or Renaissance biographies, Roman and/or Arabic influence in the Spanish language. Explore Latin American geography and culture, becoming familiar with some of the many indigenous people living in the lands now considered to be Latin America. Some topics related to 8th grade main lesson themes include revolutionary biographies, political boundaries (countries and capitals), modern traditions and foods, popular folk and contemporary songs. These will be small samples and experiences, but hopefully spark an interest for further individual research or projects beyond our lessons.
Grammar expectations for the year in both beginner and intermediate classes include:
Review or briefly introduce as needed the vocabulary families learned in Grades 1-5
Learn or briefly review the Spanish alphabet, spelling and pronunciation rules
Review or learn how to recognize basic grammar and gain a clear understanding of terminology
Review or introduction to regular present tense verb conjugations, and the irregular verbs tener, ir and ser (have, go and be
Review or introduction to basic conversational themes such as personal information, plans, hobbies, likes/dislike
Begin or continue reading comprehension practice, with both oral and written summarizing in Spanish
In addition to the above mentioned goals, the intermediate class will include:
Become familiar with the past tense and practice the conjugations, making initial progress towards switching between tenses in oral and written drills.
Improve conversation skills through review and the addition of new vocabulary found in texts and other topics of interest to the class
Consistently practice varied topics in order to be able to speak more freely about oneself and one’s environment, including using interrogatives and navigating the language in practical situations
Learn the difference between Ser and Estar (both mean "to be") and when to use each one
Continue to develop independent writing skills, creating original paragraphs using target vocabulary and/or grammar concepts
Continue to expand reading comprehension and fluency in reading
How to decide which level is best for your child?
The beginner course is designed not only for the student who is brand new to Spanish, but also for Spanish learners who would benefit from reviewing the vocabulary and concepts from previous years at a more relaxed pace in order to gain confidence in comprehension and conversation. This level might benefit the younger 6th grader.
The intermediate course is designed for the student who has studied at least one year of Spanish, or is in eighth grade and, although brand new to the language, is keen to take on more academic challenges, including an ability to take accountability for additional practice outside of class when needed. Heritage speakers can be accommodated with additional challenges to meet their advanced level.
German
METHODICAL APPROACH
Rudolf Steiner gave various indications about the way children could be introduced to world languages in the first three years of school. The single most important suggestion is probably that the children should encounter the new language in a direct way, i.e., not through translation, but by “matching the words with the objects”. At the time, this was quite a revolutionary approach, but in the course of the 20th century, it gained almost universal acceptance for the teaching of world languages to children of this age (‘Direct Method’). As far as concrete objects are concerned, this is definitely the most obvious approach. The children’s mother tongue should, as a general rule, be reserved for “emergency situations”, e.g. when a child has hurt himself, when a quarrel among two pupils needs to be settled or for other urgent matters of classroom discipline.
Just as children, while learning their mother tongue, proceed from pointing and moving to actually saying things, such purposeful movement plays a very important part in learning a second language in the Lower School. Teachers will try to find as many opportunities as possible for the children to move and actually do things, both in response to simple commands, as is done in what is now called Asher’s Total Physical Response, and along with the teacher in verses and songs. The emphasis for the children then will be on the activity itself rather than on language learning. This coincides with what more recently has become known as Natural Second Language Acquisition.
Chalkboard drawing by Lotus & Ivy German Teacher, Frau Di Pasquali
“Language is best taught when it is being used to transmit messages, not when it is explicitly taught for conscious learning.” In a similar vein, Rudolf Steiner said the children should be trained in the ability to have little conversations about everyday life in the foreign language [“sachliches Konversieren”]. This includes topics like classroom objects, family, pets, the weather, food, etc.
Poetic language, based on rhythm and rhyme, is learned far more easily by children than is prose language. Along with singing, poetic language introduces the children to the flow of the new language and also familiarizes them with its prosodic/paraverbal elements: emphasis, intonation, pitch, etc. or, more generally speaking, with that part of human speech which is not expressed by the contents of the words.
Poetic language, by contrast, requires the children to be patient and prepared to listen inwardly and to realise that understanding may be a process that takes time. When we manage to give the children, on the one hand, enough language that is easily understood and, on the other, a reasonable amount that “demands patience”, they gradually learn to feel their way into understanding the meaning of even complex poetic forms and structures without these being mentioned. Understanding is prompted by emotion and empathy. Playing games is an important part of language lessons in the Lower School.
They should have a special place in every Lower School language teacher’s repertoire, not just because the children like them more than other activities, but because they offer a unique way of enticing the children to speak the language. The child focuses on the action, not on speaking or on groping for words, and the enjoyment of active participation in a language game removes any inhibitions a particular child might have.
VARIETY OF METHODS
Apart from the professional qualifications and skills of the teacher, the classroom as a social framework is probably the decisive factor for the success or failure of language lessons in the Lower School. As teachers, we are the source of the new language for the children when we recite an action rhyme or introduce a comprehension exercise, counting-out rhyme, finger-play, new game or singing-game. Our aim will always be to engage the pupils in such a way that they feel it is their own effort that matters most of all.
On this occasion, it also makes sense for the language teacher to ask the parents very clearly not to interfere with what their children are learning at school, i.e. not to correct them if they reproduce something from their language lessons at home and there are mistakes in it. It is much better for the children to get these straightened out at school. Also, the parents should be reminded that, for the child, the new language is very closely linked to the school environment (their own classroom, the presence of their teacher and their classmates etc.). Asking a child to say things at home in the world language completely alone often leads to feelings of insecurity and sometimes even to downright refusal.
Sometimes we are asked by parents why the written language is introduced as late as Class 4. The reasons for this are twofold: From a developmental perspective, the child passes through an important phase between his ninth and tenth year. He slowly begins to distance himself from his surroundings and to perceive people and objects around him in a new light. So this is the right time to introduce the written mode in world language teaching.
The other reason is to allow children the time to build up a large “treasure” of poems, stories, etc. in the course of the first three classes, thus having at their disposal a suitable body of language and activities that can be used in the first steps of handling the written word. The next stage, from writing to reading, is immensely facilitated when the first texts that the children get to read are somewhat familiar.
What if my child is coming to Lotus & Ivy during the later years, but has never had German instruction?
If your student is new to German studies, as many of our students are, no worries! Ms. Di Pasquali is able to differentiate the curriculum so no one feels left behind and everyone receives an enriching experience. Each class will be individualized for the experience of the group. For example, If one child already speaks German, they will receive additional challenges while the rest of the class learns the basics.