Over the course of the school year we develop our students' Spanish language fluency by integrating Spanish into everyday interactions and transitions.
We are very excited about this collaboration to develop innovative ways to bring immersion Spanish techniques into the curriculum, supporting our students as they become comfortable communicating in Spanish.
Focus on Spanish Immersion
Over the past several years at Berkwood Hedge, we have been looking more deeply at our Spanish language curriculum in order to better understand what students should know and be able to do in Spanish language education, to explore the best educational practice, and to provide a way to measure improvement in the years to come.
Recognizing that human beings construct meaning and build relationships through the use of language, the acquisition of a second language is becoming more and more critical in our multi-cultural society. We want to provide our students with a strong foundation in the elementary years, enabling them to communicate in meaningful and appropriate ways. At Berkwood Hedge, second language learning begins in kindergarten. According to the American Council on the Teaching of Foreign Languages, young learners have the capacity to develop near native-like pronunciation and intonation in a new language.
In Spanish class with Beatriz Rivarola, kindergarteners and first graders are singing Spanish songs, learning to greet each other with simple phrases, counting to 20, asking questions, and identifying body parts. Brigette Iarrusso-Soto joins the SPIRITS (K) and WOODWORKERS (1) in their classrooms one half hour each week to support Spanish through songs, games, dramatic puppet play, and vocabulary development.
Classroom teachers support Spanish through bilingual books-on-tape, Spanish vocabulary during morning meeting and transitions, and Spanish books and games.
Second and third grade students interact in Spanish and continue to build their vocabulary and literacy skills through storytelling and role-playing using the Total Physical Response method. Beatriz speaks primarily in Spanish, and the students' confidence grows as they build their vocabularies and begin to use two- or three-word phrases. Brigette Iarrusso-Soto joins the EARTH (2) and AIR (3) students in the classroom each week, enriching the students' experience as they learn the four seasons, identify animals, label objects around the room, and talk about their feelings using full sentence prompts.
Classroom teachers reinforce Spanish during morning circle time and by using Spanish commands in daily routines, as well as by connecting Spanish to their social studies curriculum.
In fourth and fifth grades, Brigette's teaching focus is on communication and comprehension. Vocabulary is built on themes and activities that the students are pursuing in class. Students have explored the indigenous culture of Peru, learned about the cultural celebration of El Dia de Los Muertos, and discussed the food pyramid and nutrition, all in a Spanish immersion environment with very little English instruction. Fourth and fifth graders continue to be passionate about singing and drama and have learned a repertoire of songs. Classroom teachers support Spanish learning through weekly messages and simple directions in Spanish.