World Languages

This course introduces students to standard Mandarin Chinese language and is designed for students with no or minimal previous background in spoken or written Mandarin. Students in this course focus on learning essential vocabulary, practicing pronunciation, and understanding simple grammatical structure. This knowledge prepares students to effectively communicate in Mandarin on a range of topics related to everyday situations. Students practice listening and speaking in real-life situations, learn to read and write Chinese characters, and examine how culture and language interact in China. In-class activities and course assignments aim to assist students as they develop the oral proficiency and confidence necessary to initiate simple conversations. After one year of instruction, students should achieve proficiency level of novice mid to novice high as defined by the American Council on the Teaching of Foreign Languages.

In the first year, students develop their communication skills (listening, speaking, reading, and writing in Spanish) while exploring cultural, historical, and contemporary Spanish-speaking identities. The course is project-based, and materials include cultural discussions, music, skits, games, and video resources to practice, reinforce, and develop the grammar and vocabulary found in the online textbook and in worksheets assigned in the classroom. Later in the year, the curriculum includes 10-minute films, many of which might explore contemporary social issues. One example is Uno, a film about a Spanish fisherman who finds the floating cell phone of an Arab migrant in a story that comments on the refugee crisis in Europe. This course provides a supportive atmosphere to help build community as students develop the confidence to communicate in Spanish while connecting to and learning about the Spanish-speaking world. 

This course begins with an extensive formal review of grammar, and students are expected to keep building on foundational vocabulary, verb forms, and grammar structures introduced in Spanish I. Emphasis is given to the development of listening and speaking skills, though much importance is given to developing a connection with the Latin culture. Taught largely in Spanish, this class, like Spanish 1, is project-based. Material includes cultural discussions, skits, games, music, short books and videos all designed to teach Spanish language skills that can be used in everyday life conversation or while traveling. Students will record mini movies, create story books and write their own cartoon strips. Outings might include lunch at a Latin restaurant or visits to local Latin art exhibits, where the Latin culture can be experienced first hand. Students will also partake in the celebration of traditional South American festivities, such as Día de Los Muertos, by making their own Latin dishes in class (this year’s winning recipes included our Mexican Tortilla Soup and our Pastelitos de Guayaba, both of which were highly lauded by students and parents alike!) and creating a variety of Latin crafts, such as giant Mexican flowers, Ojos de Dios tapestries and elaborate Mexican sugar skulls. Play and building a sense of community, of course, are extremely important elements of this class as well. Students will find themselves gaining fluency in Spanish as they play popular Spanish online and in person games, learn songs by artists such as Mana and Juanes and participate in a variety of community building activities. 

This course is designed to challenge students who have demonstrated a high level of proficiency during Spanish 1, and is by invitation only. In this course, students expand –in an immersion-style environment – grammatical concepts presented to them during their first-year course. Besides building on listening and speaking skills, an increased focus is given to the acquisition of vocabulary and grammar skills through extensive exposure to reading and writing assignments. This course is project based and designed to encourage students to engage with one another as they become increasingly proficient with Spanish. To supplement the text, students will participate in one-on-one conversations with our Spanish partners in Latin America, cultural discussions, skits, games, music, short books, and videos. Students will work in groups to produce mini movies, create storybooks and even make YouTube vlogs. Outings might include lunch at a Latin restaurant or visits to local Latin art exhibits, where the Latin culture becomes very tangible to all. Students will also partake in celebrations of traditional Latin American festivities such as Día de Los Muertos, making their own Latin dishes during class. Dishes might include Mexican chicken tortilla soup, empanadas, pastelitos de guayaba, chocolate caliente estilo mexicano and more. We will also be working on our creative skills, designing traditional South and Central American crafts such as giant Mexican flowers, Ojos de Dios tapestries, and elaborate Mexican sugar skulls. Because play and building a sense of community are extremely important elements of this class, students will find themselves gaining fluency as they play popular Spanish online and in-person games, learn songs by popular Latin artists such as J. Balvin, Mana and Juanes, and participate in a variety of bonding activities. In the second semester, more time will be dedicated to watching movies in Spanish and analyzing these movies. An example of the type of movies students will be exposed to is Frida, which addresses Kahlo’s unparalleled tenacity throughout her life, her immense creativity, and her highly unconventional views on sexuality and politics. Enrollment in this course is by departmental recommendation. 

This course begins with an extensive review of the grammar principles covered in the previous years, followed by a study of advanced grammar structures. Students are expected to use their growing knowledge to communicate in different situations that are relevant to them such as asking for directions when traveling. For example, students use tourist maps of Seville, Spain or Mexico City, and they have to ask and give directions to different parts of the cities. When learning vocabulary about cars and learning how to drive, students watch videos and describe what they see in Spanish. The focus is on developing communicative skills. As students learn advanced grammatical skills, compositions are assigned to strengthen writing skills. Throughout the year, students read and/or watch a variety of short writings or short films about Hispanic history and culture, forming the basis for both written and oral production. They discuss the material to further their proficiency in reading, writing, and speaking. 

This course continues the immersion-style environment introduced in the previous years. After a thorough review of grammatical principles, advanced grammatical structures are studied and applied to oral and written communication. Special attention is given to vocabulary building, oral proficiency, and strengthening writing skills. Film units are used to improve listening comprehension and promote class discussion. For example, students watch the movie El Orfanato in Spanish with Spanish subtitles. Students then discuss the movie in class, practicing grammar structures and vocabulary based on the movie. Students work individually to answer comprehension questions, and in groups, they talk about the movie, and they write their first essay in Spanish. Students do creative projects like designing a house using online software while learning vocabulary about the house. Students are expected to discuss Latino cultures through music, documentaries, films, short readings, and current events. As students learn advanced grammatical skills, compositions are assigned to strengthen writing skills. The second semester ends with the reading of an adaptation of Lazarillo de Tormes. Classes are focused on discussions of the reading entirely in Spanish. The book offers a great opportunity to introduce important historical events in Spain and do some literary analysis. The focus is the development of written and oral communicative skills to prepare the students for advanced courses such as Spanish History and Culture and Spanish Literature. Furthermore, throughout the school year each student is paired with an English student in Spain. The pairs record two conversations each month - one in English, which the Spanish student submits to their English teacher in Spain, and one in Spanish, which the FCS student submits to their Spanish teacher.  Enrollment in this course is by departmental recommendation. 

This course strengthens and reviews the language skills students have developed through their first three years of study. Students improve listening comprehension by listening to Latin music and watching films and shows in Spanish. For example, the Day of the Dead is explored through contemporary music, short videos, and the film Coco. Themes of social justice, gender roles, and class are explored and discussed in the series Street Food Latino America and accompanying articles. Grammatical concepts are reviewed to allow the students to clearly express their ideas. Writing is developed and focused on comparing and contrasting these cultural traditions and experiences. Student discussions are encouraged to bring their own stories and perspectives to the class while at the same time exploring the Spanish speaking world. Furthermore, each student is paired with an English student in Spain. The pairs record two conversations each month - one in English, which the Spanish student submits to their English teacher in Spain, and one in Spanish, which the FCS student submits to their Spanish teacher. This course is open to students who have completed Spanish III. 

The goal of this course is to familiarize students with the Latino communities in the United States.  The course focuses on the different cultures and backgrounds of Latin American immigrants, as well as the economic, political and environmental conditions in their countries of origin. The general outline of the class is to study one country each month.  All of the materials in the course are authentic and in Spanish. Spanish is spoken exclusively in the classroom, and all of the writing and research is in Spanish. Units include Puerto Rico, Mexico, Cuba, Venezuela, El Salvador and Colombia.  Course research includes watching documentaries from news sources such as BBC Mundo, and reading recent newspaper articles and websites from published journals such as El Tiempo. Towards the end of each unit, students are responsible for oral presentations in which they take a deeper dive into a more specific issue that affects the particular country being studied. For example, in the most recent Puerto Rico unit, students presented to their classmates on topics such as the continuing effects of hurricane Maria (2017) on Puerto Rico, the effects of Covid-19 on the island, and the debate within Puerto Rico about whether to become the 51st state of the United States, or whether to seek independence from its current status as a US territory. Every few weeks the cultural curriculum is interrupted in order to review grammatical structures. Students also participate in a “video pen pal” program with our partner school in Sevilla, Spain, La Academia Preuniversitaria: every FCS Latino Immigrant Experience student is paired with an English student in Spain. The pairs record two conversations each month - one in English, which the Spanish student submits to their English teacher in Spain, and one in Spanish, which the FCS student submits to their Spanish teacher. This course is open to students who have completed Spanish III and above.

This college-level Spanish course has as its focus Latin American identity with respect to its complicated relationship with Spain. One of the main units in the course is La Reconquista, the unique history of the Iberian Peninsula from 711-1492, during which Moors, Jews, and Christians coexisted in what is now Spain and Portugal. The Reconquista unit includes an architectural study of the Cathedral Mezquita de Córdoba and a research project about the city of Toledo, where Moors, Jews and Christians lived together and thrived for centuries. (An example is the Sinagoga de Santa María La Blanca, a synagogue commissioned in the 12th century by Jews of Toledo, built by Moslem craftsmen, and later converted to a Catholic church). Many of the readings come from Carlos Fuentes’ El Espejo Enterrado (The Buried Mirror), which he wrote in commemoration of Columbus’ 1492 “discovery” of the Americas. We read from several primary texts, including Historia de las Indias, by Bartolomé de las Casas (1474-1566), the missionary who chronicled and fought against the Spaniards’ oppression of indigenous people in Latin America. Other texts include short stories (“La Noche Boca Arriba” by Julio Cortázar) and movies (Carmen, directed by Carlos Saura). Additional major units in the course include a study of the Aztec and Inca cultures and what occurred in the 16th century when they confronted the Spaniards. We consider current events in Latin America in light of this complicated history. Grammatical structures are reviewed and incorporated into the literary analyses students write on the class readings. Furthermore, each student is paired with an English student in Spain. The pairs record two conversations each month - one in English, which the Spanish student submits to their English teacher in Spain, and one in Spanish, which the FCS student submits to their Spanish teacher. Students who take this course are encouraged to participate in the Spanish Exchange trip, a trip to Spain focused on the units of this course (see trip description below). Enrollment in this course is by departmental recommendation. 

This yearlong course is the equivalent of an intermediate college literature course covering selected works by two of the best-known Latin American authors, Gabriel Garcia Márquez (Colombia) and Isabel Allende (Chile) and by the Spanish poet, playwright, and philosopher Miguel de Unamuno. Gabriel García Márquez is considered by many to be the father of the genre known as magical realism, and as we delve into his short stories, students understand the genre and the humorous way Márquez uses it to portray his fictional Colombian town of Macondo and its characters with dignity and complexity. Isabel Allende, who describes herself as a “raging feminist,” passionately rejects the idea that “women should be more like men to achieve equality and success,” and the Allende stories we read contain vivid representations of her feminism in her characters and in their conflicts. Unamuno, one of the most important European writers and philosophers of the 20th century, described his life as a perpetual struggle to create meaning in the face of our mortality. His plays, short stories, poems and novellas are often searching and poignant representations of this inner struggle. All works are read in their original form and analyzed in depth. The emphasis of this course is on the advanced development of critical analytical skills and oral discussion. Special attention will be given to written expression and vocabulary building. Grammatical structures are reviewed and applied to the written analyses. Enrollment in this course is by departmental recommendation.

Every two years since 1997, we participate in the Spanish exchange with our partner school in Sevilla, La Academia Pre universitaria (La Preu). In the fall, approximately 20 students from La Preu come to Philadelphia and live with partner FCS Spanish students for three weeks. During the day, the Spaniards attend school, go to different landmarks in Philadelphia, and visit NYC and Washington, D.C. In the spring, the Friends’ Central Spanish exchange students go to Spain. We spend the first four days sightseeing in Madrid and then take the high-speed train to Sevilla, where the Spanish families of the kids we hosted pick up our students and host them for the remainder of our stay. Though the Spanish History & Culture course is not a prerequisite, the trip to Spain is closely aligned with the curriculum of that course. Our sightseeing while in Spain focuses on its unique history between 711- 1492, the eight centuries during which the Iberian peninsula was occupied by the Moors. 

Every two years in the summer, FCS Spanish students have the opportunity to travel to Cuzco, Perú. For two weeks, students stay in pairs with Peruvian host families in the evenings and at night. They work as volunteers at a children’s clinic/ orphanage in the morning (Hogar Clínica San Juan de Dios) and attend Spanish classes and visit historical landmarks in Cuzco in the afternoons. Though the Spanish History & Culture course is not a prerequisite, the trip to Cuzco is closely aligned with the curriculum of that course. Our sightseeing focuses on Inca culture and architecture and on what happened in Perú after Pizarro’s arrival in 1532. After two weeks in Cuzco, students hike through the Andes for four days on the Inca Trail to Machu Picchu.

This yearlong course is the equivalent of an early intermediate college literature course covering selected works by the Argentinian authors Jorge Luis Borges and Julio Cortázar, and by the Spanish author, Ana María Matute. Borges, a polymath, is known for his brilliant stories that are like puzzles. In them, there are riddles and labyrinths, mysteries and red herrings - but all of his games are meaningful. They all connect to the philosophical questions he is inviting his readers to explore. Cortázar, a writer who was greatly influenced by Borges, also plays games with his readers, asking us how we really know what is real and what is not, is our consciousness as reliable as we think? Ana María Matute is a great contrast; born in Barcelona in 1925, she is a realist who writes about much of the suffering and upheaval Spaniards suffered during WWII and Franco’s regime, but her main characters are children - and in Matute’s writing, children are not sweet, innocent, sympathetic characters, but rather they are often cruel, cunning, and always complex, as is the adult world they navigate. We will read all works in their original form, and we will take the time to analyze the texts in depth. The emphasis of this course is on the advanced development of critical analytical skills and oral discussion. Special attention will be given to writing expression and vocabulary acquisition. Grammatical structures are reviewed and applied to the written analyses. Enrollment in this course is by teacher recommendation. 

A beginning and intermediate German tutorial will be offered. Sessions will be scheduled at the beginning of September after the tutorial group has been formed and will meet two to three blocks per week. Students will take advantage of some of the online language learning tools now available and will also be working with traditional printed materials, including short stories and grammatical exercises. The tutorial will not be graded and will not appear on the transcript. Students will receive mid- and end-of-year special reports, and their participation will be noted in the school recommendations that accompany their college applications. Spaces will be limited.

In this course, students develop their communication skills through listening, speaking, reading, and writing in French. Videos, dialogues, skits, and e-textbook activities are used to practice vocabulary, grammar, listening comprehension, and pronunciation. A supportive classroom atmosphere helps students develop the confidence to talk about themselves. We emphasize the diversity of the French culture by studying authentic documents that show French people from diverse social and ethnic backgrounds. For example, in our unit about family, we study a song from Black M “Le plus fort du monde,” which portrays the admiration of the singer for his father who had to overcome many difficulties as an African immigrant in France. As the year progresses, the course is taught increasingly in French. 

This course initially reviews and then builds on the skills developed in French I, reinforcing pronunciation and essential grammatical, lexical, and cultural material while providing more advanced content in each domain. Students develop greater confidence and facility in expressing themselves in French, as well as in understanding others. This course encourages students to talk about themselves, their families, their world, and their opinions in the language. It explores the lives and cultures of people of the French-speaking world, emphasizing the beauty and diversity of other traditions and communities. Skits and presentations help students internalize new vocabulary and grammatical structures and use them in context. Students increase their oral and aural proficiency through active practice with a wide variety of inputs. Along with the D’Accord-2 program and films, students explore online resources and, in the spring, read short texts in French. Enrollment in the advanced level is by departmental recommendation.

French III enhances and reinforces the foundation established in French I and II. Students advance their language proficiency by consistently revisiting and furthering previously acquired competencies. Utilizing a context-driven curriculum, students refine their expressive language skills, reinforcing verb structures such as passé composé, imparfait, futur simple and conditionnel, while integrating new forms such as subjonctif and plus-que-parfait. Taught in French, the course emphasizes discussion, oral and written proficiency, and listening comprehension. Along with the D’Accord-2 & 3 program, students use films, interviews, videos, narrative texts, music and games to further their acquisition. As an introduction to literature, the class studies Le Petit Prince by Antoine de Saint-Exupéry, providing the foundation for studying essential themes, such as the meaning of life and death, as well as understanding the human experience – especially concerning the role of interpersonal openness and compassion towards others. This course is pivotal in the language acquisition sequence. Having spent two (or more) years building a foundation in French, students are pushed in level III to use and synthesize, but also go beyond the basics. This course serves as a bridge to a more nuanced understanding of and ability to communicate in the language. Enrollment in the advanced level is by departmental recommendation.

In French IV, instruction is conducted entirely in French. With a focus on reinforcing previously learned skills, students deepen and expand on their existing knowledge to further their spoken and written proficiency. Emphasizing thematic vocabulary and grammar, students engage in the review and enhancement of their language abilities while exploring increasingly complex French and Francophone literature and periodicals. Additionally, they will explore French news, films, and videos from across the French-speaking world. By the end of the course, students should have developed the ability to engage in conversations in French across a variety of subjects, ranging from politics to more philosophical topics. Formal assessments include regular oral presentations as well as written quizzes and compositions. Upon completion of this course, students should be prepared to enroll in an advanced French course, continuing the FCS French language sequence. This course is open to French students who have completed French III.

This course is structured like an introductory college level course. Thematically organized, it focuses on famous plays, short stories, pieces of poetry and novels from the 17th through 21st centuries by Maupassant, Molière, Reza, Camus, Faye, and Sartre, among others. The course explores themes such as fear and folly, class and gender equality, satire and philosophy. All works are integral texts in the original French. Lively and provocative discussions, led by the teacher or students, focus on the evolution of the protagonist, the narrator’s point of view, and structural components of the works which enhance the students’ understanding. Films offer an additional layer to help students further grasp the historical period and the author’s message. We weave daily conversation related to the themes in a given text into our classroom routine. Students demonstrate their understanding of the texts through discussion, interviews, essays, and projects. This class is the most advanced French class. Enrollment in this course is by departmental recommendation.

Every two years in the spring or summer, students can travel to Québec City for a French immersion experience. Students live with Québécois host families. On weekday mornings for two weeks, students attend French language classes into which they are placed based on their level of French proficiency. In the afternoons, students and teachers sightsee in Québec City and in the region. Evenings are spent with host families, helping make meals, and sharing in their unique and proud francophone culture.

This advanced class centers on the rich history of francophone cultures and societies throughout the world. With a distinct focus on francophone countries outside of Europe, this course explores French colonization and its effects both historically and in the modern world. We explore the Négritude philosophical and artistic movement, as well as Franz Fanon and his relationship to the Algerian War of Independence. Delving into the arts of the francophone world, students improve their visual analytical skills while acquiring new subject-specific vocabulary. Recognizing how the language varies from country to country, we investigate the accents, expressions, idioms, etc. that differ from the French that we may have been taught in school. The course enables students to gain a better understanding of these topics while becoming more proficient in French. We explore a variety of authentic materials, including recordings, videos, newspaper articles, and podcasts. The majority of the assessments are based on comprehension/expression competencies in the target language (essays, projects, presentations, interviews, etc.). Grammatical structures are reviewed and applied in written analyses and well as in daily conversations. This class is the most advanced French class. Enrollment in this course is by departmental recommendation.

Latin I employs a traditional, printed textbook, Wheelock’s Latin, by Wheelock and LaFleur, as well as extensive online resources in Friends’ Central’s online learning management system, Canvas. Students become proficient in the structure and syntax of Latin and begin reading short pieces of original Latin by the end of the year. Cultural, artistic, and historical elements are included in the course as well, creating a strong foundation for reading and understanding the literary works left to us from the Romans. 

The theme of Latin II is “Language, Structure, and Discovery.” In addition to completing the basics of Latin grammar, students read and translate selections in prose adapted from various ancient Roman authors. The focus is on the development of translation and grammar skills. By approaching Latin from a design point of view, students will discover much about their own language and about human languages generally. They can expect their own reading and writing to develop new levels of sophistication. Students explore ancient beliefs about power, justice, and violence that are encoded in language and story.  

Advanced second year students complete their study of Lat in grammar at an accelerated pace. The goal is to acquire and master the skills necessary to read and translate passages of text as written by the ancient Roman authors. Prose composition exercises are included in the syllabus and students will develop skill in sight-reading simple Latin prose. 

The theme of Latin III is “Language, Power, and the State.” Students will read selections of non-fiction prose by such authors as Cicero, Julius Caesar, and Pliny – contemporary, primary sources writing about critical issues of their time in the Roman world – examining the texts through the lens of political science. They will examine the use of language by individuals and by the state: how it can advance the aspirations of a civilization and how it can be weaponized. Students will analyze and explain an aspect of Roman government and politics relating to the authors we have read as a capstone project in the course employing various media in imaginative ways. They will explore cultural norms concerning justice and violence that are encoded in the texts we read. 

Advanced third year students complete the curriculum of Latin III at an accelerated pace with more challenging assessments and increasing focus on the ability to translate passages at sight. Prose composition from English into Latin is included in the syllabus. 

Every two years in the spring or summer, FCS students can travel to Rome, Italy for a unique opportunity to learn more about the ancient Roman world through a hands-on archeological, architectural, artistic, and linguistic experience in ancient Roman sites. Students may visit archeological sites in Rome (e.g. The Roman Fora, the Colosseum, The Pantheon), in the vicinity (the preserved city of Ostia Antica), and in Campania (the spectacular sites of Pompeii and Herculaneum). The focus will be on the historical context of the texts that they have read, as well as looking at Roman inscriptions. There may also be visits to important museums with classical art (Vatican Museum, Capitoline, Galleria Borghese.) Students and two FCS chaperones will stay in hotels and enjoy the plethora of al fresco dining options that Rome offers in the evenings.

The focus of this course is the translation of selections of Vergil’s epic poem, The Aeneid. Students will work collaboratively to translate sections of this great epic, examining the ways in which reading the text in the original gives an understanding of how the author used language to create an impact on meaning. In learning to read the Latin of this great tradition, students will strengthen and solidify their knowledge of Latin grammar and vocabulary, build their skills in literary analysis and interpretation, hone their literary discussion skills, and develop their analytical writing and critical thinking skills. As they explore the Aeneid’s central themes and the Roman values expressed therein, they will become versed in the epic tradition and its influence on literature and the arts to this day. 

Greek I is offered to Juniors and Seniors who are currently enrolled in Latin and who wish to immerse themselves in the study of Classical Antiquity. To that end, students who wish to begin Greek should remain enrolled in Latin.

We approach Greek using the grammar/translation method of teaching, although reading skills will be introduced and nurtured from the beginning. Greek grammar is more complex than Latin grammar and requires 3 semesters to reach reading proficiency. By the end of the second year of study, students should be able to read selections from Plato and Homer with assistance.