World Languages, Literatures, and Cultures

The ultimate goal of the world language department is a high degree of communicative competence. All pedagogical activities point toward this end. We teach the four basic skills of listening, speaking, reading, and writing. All upper school classes are taught in the total immersion method. Using only the target language, we reinforce the study of grammar and vocabulary through open-ended scenarios, skits, and dialogues, which might include such real-life situations as travel plans, negotiating purchases, and college interviews. We discuss and debate contemporary issues, read target-language newspapers and magazines, view films, and study the literature and culture of many countries in which our target languages are spoken. We enrich the experience with field trips, images, recordings, video clips, documentaries, and video filming.

The study of world languages is an increasingly important way to nurture the globally conscious student. Every year, the presence of AFS students at Friends encourages awareness of other cultures. In addition, we actively educate our students about available exchange and home-stay programs, such as Friends School summer study and service-learning trips to France, Spain or Central America/Caribbean, and China. As a member of the School Year Abroad (SYA) program, a national consortium of schools committed to international education, WFS is eager to have our students spend one school year in France, Spain or Italy.

For a Wilmington Friends diploma, upper school students must pass Level 3 of the Wilmington Friends world language curriculum (or demonstrate the equivalent on a Wilmington Friends School placement test). This must include at least two years of study in the same language. New students entering the upper school with prior world language experience will be asked to take a Wilmington Friends School placement exam to determine the appropriate course assignment. All students considering the full IB Diploma Programme, especially those beginning upper school at level I of a language, will be advised on how to plan for HL or SL language study. In some cases, IB Diploma candidates may have to obtain permission to enroll in six majors in order to fulfill the language requirement (or enroll in independent study during the school year, or undertake independent summer study and pass a challenge exam to advance to the necessary level of language study). Please note that some high-level languages classes (such as HL year 3) will be offered only when there are qualifying students. The department will make every effort to work with students to maximize their options and opportunities.

Chinese 1

This course introduces students to the Mandarin Chinese language and to the geography, culture, history, and traditions of China. Particular emphasis is placed on learning pronunciation and tonality, as well as simplified characters (with their Romanized Pinyin forms) and their radicals. Basic grammatical structures are learned through exercises involving listening, speaking, reading, and writing in everyday situations. This course will be offered depending on enrollment numbers.
Chinese 2

Chinese 2 is a continuation of level one and the Middle School program. Students refine their pronunciation, intonation, and character recognition of Mandarin Chinese. More than 200 essential new characters are introduced through Pinyin Romanization, and through written form (character) and meaning together. Structures are learned through exercises involving listening, speaking, reading, and writing in everyday situations. Communication skills focus on authentic and meaningful interaction in various social and cultural contexts. Cultural topics will include health and well-being, interpersonal relationships, food, celebrations, and travel and finding one’s way in unfamiliar situations.
Chinese 3

In this Mandarin Chinese course, students continue to be exposed to oral sounds and tonality through Pinyin Romanization, as well as characters and meaning together. Complex grammatical structures and new essential vocabulary words are systematically introduced and learned through various classroom activities and homework. Students continue to add supplementary topic-based vocabulary to their daily practice. Students also start to comprehend adapted authentic reading materials and will produce theme-based longer writing pieces. Intermediate-level communication in various social and cultural contexts is emphasized.
Chinese 4

In this Chinese IV course, students continue to be exposed to oral sounds and tonality through Pinyin Romanization, characters and meaning together. Complex grammatical structures and new essential vocabulary words are systematically introduced and learned through various classroom activities and homework. Students continue to add supplementary vocabulary according to the topics in the IB Language B (SL) guide including: communication and media, global issues, social relationships, health, science and technology, among others. Students also continue to comprehend authentic reading materials and are required to produce longer, topic-based writing pieces of 200-400 characters. We focus on increasingly authentic communication in various social and cultural contexts at the middle-intermediate level. Placement is at the recommendation of the teacher.
French 2

In this course, the main focus is on strengthening communicative skills by expanding the repertoire of verbs, tenses, and vocabulary. There is special emphasis on improving extemporaneous communication. We begin to study the cultures and geography of the Francophone world, and also study Paris in depth. Activities may include listening exercises, paired or small-group work, films, video clips, video filming, readings, authentic advertisements, songs, slideshows, student-created skits, photograph analysis, cultural projects, or cooking.
French 2 Modified

In this course, the main focus is on strengthening communicative skills by expanding the repertoire of verbs, tenses, and vocabulary. There is special emphasis on improving extemporaneous communication. We begin to study the cultures and geography of the Francophone world, and also study Paris in depth. Activities may include listening exercises, paired or small-group work, films, video clips, video filming, readings, authentic advertisements, songs, slideshows, student-created skits, photograph analysis, cultural projects, or cooking.
French 3

In this course, students continue to strengthen oral skills and to increase their working vocabulary with an emphasis on idioms and extemporaneous speech. We continue the study of complex grammar and focus on writing skills through various readings, songs, films, video clips, and poems related to the themes. Students continue to study the geography of the French-speaking world and focus on the regions of France. Activities may include oral presentations, skits, video filming, cultural presentations and response to visual or audio stimuli.
French 4

In this course, we strengthen and develop communication skills. Emphasis is placed on spontaneous and studied oral expression (such as role playing and debate), excellence in writing, and refinement of grammar. We study the Francophone world through various global topics, including cultural diversity, interpersonal relationships, science and technology, media and advertising, social change, world migrations, and sustainable development.

Many different sources (newspaper articles, magazines, short stories, graphic novels, films, songs, and websites) are used to reflect the diversity of the French language spoken and written in the Francophone world. Social change, for example, might be studied through an examination of popular demonstrations and how they are reported in related news items, followed by the film Potiche.
IB Chinese AL Year 1

In this continuation of level two Mandarin Chinese, students are exposed to oral sounds and tonality through Pinyin Romanization, as well as characters and meaning together. Complex grammatical structures and new essential vocabulary words are systematically introduced and learned through various classroom activities and homework. Students continue to add supplementary topic-based vocabulary and grammar items from the IB Mandarin ab initio syllabus to their daily practice.

Students also start to comprehend adapted authentic reading materials and are required to produce theme-based longer writing pieces. Intermediate-level interpersonal and presentational communication in various social and cultural contexts is emphasized. The learning process and self-evaluation of progress are highly valued in this course.
IB Chinese Language & Literature HL1

This first year of a two-year IB HL course is open to juniors whose native language is Chinese. This course is a close and critical study of the construction of textual meaning in a variety of contexts, both in art (Chinese literature) and everyday Chinese life. The texts studied range from single images, films, voice recordings, books, blogs, and newspapers to poetry, prose, drama, and novels. Students develop an appreciation of the impact of the context (cultural, social, and historical) which may include, but are not limited to, language and power (Chinese literacy reform), language and gender (foot binding), language and media (government censorship).

Prerequisite: native-level fluency in Chinese and departmental approval
IB Chinese SL1

In this Chinese IV course, students continue to be exposed to oral sounds and tonality through Pinyin Romanization, characters and meaning together. Complex grammatical structures and new essential vocabulary words are systematically introduced and learned through various classroom activities and homework. Students continue to add supplementary vocabulary according to the topics in the IB Language B (SL) guide including: communication and media, global issues, social relationships, health, science and technology, among others. Students also continue to comprehend authentic reading materials and are required to produce longer, topic-based writing pieces of 200-400 characters. We focus on increasingly authentic communication in various social and cultural contexts at the middle-intermediate level. Placement is at the recommendation of the teacher.
IB French HL1

In this course, we strengthen and develop communication skills. Emphasis is placed on spontaneous and studied oral expression (such as role playing and debate), excellence in writing, and refinement of grammar. We study the Francophone world through various global topics, including cultural diversity, interpersonal relationships, science and technology, media and advertising, social change, world migrations, and sustainable development.

Many different sources (newspaper articles, magazines, short stories, graphic novels, films, songs, and websites) are used to reflect the diversity of the French language spoken and written in the Francophone world. Social change, for example, might be studied through an examination of popular demonstrations and how they are reported in related news items, followed by the film Potiche.
IB French HL2

The aim of this course is to continue working toward the goal of true fluency in all four skill areas. We continue to examine French literature, culture, and contemporary language and society through the study of authentic materials, which include poetry, plays, films, and Francophone news media sources. The study of grammar is pursued at the advanced level. Literature may include Camus’ L’Étranger, Guène’s Kiffe Kiffe Demain, or Schmitt’s Oscar et la Dame Rose, each of which would be used to reflect upon an element of contemporary civilization.
IB French SL

In this course, we strengthen and develop communication skills. Emphasis is placed on spontaneous and studied oral expression (such as role playing and debate), excellence in writing, and refinement of grammar. We study the Francophone world through various global topics, including cultural diversity, interpersonal relationships, science and technology, media and advertising, social change, world migrations, and sustainable development.

Many different sources (newspaper articles, magazines, short stories, graphic novels, films, songs, and websites) are used to reflect the diversity of the French language spoken and written in the Francophone world. Social change, for example, might be studied through an examination of popular demonstrations and how they are reported in related news items, followed by the film Potiche.
IB French SL2

The aim of this course is to continue working toward the goal of true fluency in all four skill areas. We continue to examine French literature, culture, and contemporary language and society through the study of authentic materials, which include poetry, plays, films, and Francophone news media sources. The study of grammar is pursued at the advanced level. Literature may include Camus’ L’Étranger, Guène’s Kiffe Kiffe Demain, or Schmitt’s Oscar et la Dame Rose, each of which would be used to reflect upon an element of contemporary civilization.
IB Spanish HL1

Through works of contemporary Hispanic writers, movies, and newspaper articles, the highest-order grammatical skills are employed as students explore topics such as, but not limited to, Hispanic immigration in the U.S., environmental problems, and the lives and concerns of young people. Students will make comparisons to and connections between their own culture and the different cultures related to Spanish language, and will examine the relationships among Spanish and Latin-American short stories, legends, poetry, art, and film making. For example, students might study the Spanish Civil War through the works of Federico García Lorca, “Guernica” by Picasso, and the movie Butterfly.
IB Spanish HL2

Toward the goal of true fluency, this course emphasizes extensive authentic conversation. Readings focus on the conversation process and help the students to understand their role in it. A study of Latin-American and Spanish culture is continued through original readings, lectures, and audio-visuals. In addition, the students are expected to read one major work, as well as selected short stories written by Spanish and Latin-American writers. The study of grammar is pursued at the advanced level.
IB Spanish SL

Through works of contemporary Hispanic writers, movies, and newspaper articles, the highest-order grammatical skills are employed as students explore topics such as, but not limited to, Hispanic immigration in the U.S., environmental problems, and the lives and concerns of young people. Students will make comparisons to and connections between their own culture and the different cultures related to Spanish language, and will examine the relationships among Spanish and Latin-American short stories, legends, poetry, art, and film making. For example, students might study the Spanish Civil War through the works of Federico García Lorca, “Guernica” by Picasso, and the movie Butterfly.
IB Spanish SL1

Through works of contemporary Hispanic writers, movies, and newspaper articles, the highest-order grammatical skills are employed as students explore topics such as, but not limited to, Hispanic immigration in the U.S., environmental problems, and the lives and concerns of young people. Students will make comparisons to and connections between their own culture and the different cultures related to Spanish language, and will examine the relationships among Spanish and Latin-American short stories, legends, poetry, art, and film making. For example, students might study the Spanish Civil War through the works of Federico García Lorca, “Guernica” by Picasso, and the movie Butterfly.
IB Spanish SL2

Toward the goal of true fluency, this course emphasizes extensive authentic conversation. Readings focus on the conversation process and help the students to understand their role in it. A study of Latin-American and Spanish culture is continued through original readings, lectures, and audio-visuals. In addition, the students are expected to read four major works by Casona, Carlos Fuentes, García Lorca, and Gabriel Garcia Marquez, as well as selected short stories written by Spanish and Latin-American writers. The study of grammar is pursued at the advanced level.
IB Spanish SL2

Toward the goal of true fluency, this course emphasizes extensive authentic conversation. Readings focus on the conversation process and help the students to understand their role in it. A study of Latin-American and Spanish culture is continued through original readings, lectures, and audio-visuals. In addition, the students are expected to read four major works by Casona, Carlos Fuentes, García Lorca, and Gabriel Garcia Marquez, as well as selected short stories written by Spanish and Latin-American writers. The study of grammar is pursued at the advanced level.
Ind Study: Chinese Lit & Lang

This course is open to freshmen and sophomores whose native language is Chinese. Students explore significant modern works of four literary genres–poetry, drama, novel, and prose from 1917 to the present. In their exploration of these texts, students develop an in-depth understanding of how the authors from mainland China, Taiwan, and Hong Kong speak about their own experiences in various historical, social, and cultural contexts. Students also consider the impact of these works on readers of different backgrounds. In addition, literary analysis includes consideration of critiques from Eastern and Western perspectives. Writing tasks include analytical and argumentative papers as well as students’ own creative writings of various genres. Course activities combine reading responses, class discussions, presentations, debates, and role plays. This course also prepares students for the IB Language A: Chinese Language and Literature course.
Spanish 1

In this course, we pay particular attention to developing basic, everyday skills in listening, reading, writing, and speaking Spanish by using grammar and vocabulary in context. Students are introduced to the cultures and traditions of Spain and to the geography of the Spanish-speaking world.
Spanish 2

In this course, students continue to develop the communication skills (listening, reading, writing, and speaking) begun in Spanish I or in middle school Spanish 7 and 8. We expand the study of basic vocabulary and grammar. We study the culture of Hispanic countries through short readings, songs, and films.
Spanish 3

In this course, we place particular emphasis on the development of conversational skills, the acquisition of a variety of verb tenses and moods, and the expansion of vocabulary. Students also begin to develop composition skills. Through readings, short videos and/or films, songs, and special presentations, students begin to address cross-cultural issues directly, as they relate to Latin American and Spanish cultural traditions and values, as well as students’ own experiences.
Spanish 4

Through works of contemporary Hispanic writers, movies, and newspaper articles, the highest-order grammatical skills are employed as students explore topics such as, but not limited to, Hispanic immigration in the U.S., environmental problems, and the lives and concerns of young people. Students will make comparisons to and connections between their own culture and the different cultures related to Spanish language, and will examine the relationships among Spanish and Latin-American short stories, legends, poetry, art, and film making. For example, students might study the Spanish Civil War through the works of Federico García Lorca, “Guernica” by Picasso, and the movie Butterfly.
Spanish 5

Toward the goal of true fluency, this course emphasizes extensive authentic conversation. Readings focus on the conversation process and help the students to understand their role in it. A study of Latin-American and Spanish culture is continued through original readings, lectures, and audio-visuals. In addition, the students are expected to read one major work, as well as selected short stories written by Spanish and Latin-American writers. The study of grammar is pursued at the advanced level.
IB French SL1

In this course, we strengthen and develop communication skills. Emphasis is placed on spontaneous and studied oral expression (such as role playing and debate), excellence in writing, and refinement of grammar. We study the Francophone world through various global topics, including cultural diversity, interpersonal relationships, science and technology, media and advertising, social change, world migrations, and sustainable development.

Many different sources (newspaper articles, magazines, short stories, graphic novels, films, songs, and websites) are used to reflect the diversity of the French language spoken and written in the Francophone world. Social change, for example, might be studied through an examination of popular demonstrations and how they are reported in related news items, followed by the film Potiche.
French 5

The aim of this course is to continue working toward the goal of true fluency in all four skill areas. We continue to examine French literature, culture, and contemporary language and society through the study of authentic materials, which include poetry, plays, films, and Francophone news media sources. The study of grammar is pursued at the advanced level. Literature may include Camus’ L’Étranger, Guène’s Kiffe Kiffe Demain, or Schmitt’s Oscar et la Dame Rose, each of which would be used to reflect upon an element of contemporary civilization.
IB French HL, Year 3

This course is designed for advanced students who have successfully completed all previous course offerings in French. The aim of the course is to refine students’ writing even further, focusing particularly on complex tenses, idiomatic expressions, and rhetorical devices. In addition, students watch films and read two novels, one play, and a variety of articles addressing global issues in preparation for the IB HL French exam. An emphasis is placed on advanced conversation.

Pre-requisite: IB French Higher Level, Year 2
IB Spanish HL3

This course is designed for advanced students who have successfully completed all previous course offerings in Spanish. The aim of the course is to refine students’ writing and speech even further, focusing particularly on complex tenses, idiomatic expressions, and rhetorical devices. In addition, students read at least one novel and/or significant play, and a variety of articles addressing global issues in preparation for the IB HL Spanish exam. An emphasis is placed on advanced conversation.

Prerequisite: IB Spanish Higher Level, Year 2
IB Chinese AL Year 2

In this Chinese IV course, students continue to be exposed to oral sounds and tonality through Pinyin Romanization, characters and meaning together. Complex grammatical structures and new essential vocabulary words are systematically introduced and learned through various classroom activities and homework. Students continue to add supplementary vocabulary according to the topics in the IB Language B (SL) guide including: communication and media, global issues, social relationships, health, science and technology. Students also continue to comprehend authentic reading materials and are required to produce longer, topic-based writing pieces of 200-400 characters. We focus on meaningful interpersonal and presentational communication in various social and cultural contexts at the intermediate-advanced level. The learning process and self-evaluation of progress are highly valued in this course. Placement is at the recommendation of the teacher.
Chinese 5

In this Chinese V course, students continue to learn vocabulary and grammatical structures at and beyond the textbook scope to express the essential IB Language B SL topics, including communication and media, global issues, social relationships, health, and science and technology. Reading, interpreting, and writing different texts such as blogs, interviews, news reports, brochures, instructions, guidelines, and advertisements are the main focus of this course. Students who take this course as a second-year language B SL course will be ready to take the IB Language B Mandarin SL exam in their senior year. Students who take this course as a one-year SL course will need to do some summer work and take the IB Language B Mandarin SL exam in their junior year. Placement is at the recommendation of the teacher.
French 1 Modified
IB Chinese Language & Literature HL2

This second-year IB SL/HL Chinese language and literature course is open to seniors whose native language is Chinese. The main focus of the second year is the critical study of Chinese literature in the context of interpretation and composition. Students establish a greater awareness of the relationship between writer, reader, culture, and text in literary works. They are also expected to gain a greater understanding of the mechanics of literature devices, such as imagery in poetry, narrative voice in novel or prose, and scene setting in drama. Students continue to receive training in textual analysis, creative writing according to different genres, and oral commentary. HL students are expected to go deeper into course material, exploring concepts with more dynamic examples and adding new concepts and theory to their repertoire. The students are ready to take the IB Chinese Language and Literature exam by the end of this course. Prerequisite: IB HL/SL Year 1 Chinese language and literature course or an equivalent through independent study.
IB Chinese Language SL

This first year of a two-year IB HL course/one year SL course is open to juniors (for HL) and seniors (for SL) whose native language is Chinese. This course is a close and critical study of the construction of textual meaning in a variety of contexts, both in art (Chinese literature) and everyday Chinese life. The texts studied range from single images, films, voice recordings, books, blogs, and newspapers to poetry, prose, drama, and novels. Students develop an appreciation of the impact of the context (cultural, social, and historical) which may include, but are not limited to, language and power (Chinese literacy reform), language and gender (foot binding), language and media (government censorship).

Prerequisite: native-level fluency in Chinese and departmental approval
IB Chinese SL2

In this Chinese V course, students continue to learn vocabulary and grammatical structures at and beyond the textbook scope to express the essential IB Language B SL topics, including communication and media, global issues, social relationships, health, and science and technology. Reading, interpreting, and writing different texts such as blogs, interviews, news reports, brochures, instructions, guidelines, and advertisements are the main focus of this course. Students who take this course as a second-year language B SL course will be ready to take the IB Language B Mandarin SL exam in their senior year. Students who take this course as a one-year SL course will need to do some summer work and take the IB Language B Mandarin SL exam in their junior year. Placement is at the recommendation of the teacher.

US Curriculum Detail

World Languages, Literatures, and Cultures