Modern Languages

This course is designed to provide maximum opportunities for students to develop fuctional listening, speaking, reading and writing skills in the beginning Arabic. The goal of the course is the acquisition of a useful, communicative command of language at the Novice-Low to Novice-Mid level on the national scale, as established by the American Council on the Teaching of Foreign Languages (ACTFL) and the Educational Testing Service (ETS).This goal will be realized through maximum exposure to authentic target language input (oral and visual), active oral and written practice of real- life language tasks or functions (conversing with an exchange student, completing forms, etc.) and the exploration of cultural subtleties conveyed by language, thought and customs.

PREREQUISITE: MLAR1001, GRADE OF C- OR BETTER This course is designed to provide maximum opportunities for students to develop fuctional listening, speaking, reading and writing skills in the beginning Arabic. The goal of the course is the acquisition of a useful, communicative command of language at the Novice-Low to Novice-Mid level on the national scale, as established by the American Council on the Teaching of Foreign Languages (ACTFL) and the Educational Testing Service (ETS).This goal will be realized through maximum exposure to authentic target language input (oral and visual), active oral and written practice of real- life language tasks or functions (conversing with an exchange student, completing forms, etc.) and the exploration of cultural subtleties conveyed by language, thought and customs.

PREREQUISITE: MLAR1002, GRADE OF C- OR BETTER This course is designed to provide maximum opportunities for students to develop functional listening, speaking, reading and writing skills in beginning Arabic. The goal of this course is the acquisition of a useful, communicative command of the language at the Novice-Mid level on the national scale, as established by the American Council on the Teaching of Foreign Languages (ACTFL) and the Educational Testing Service (ETS). This goal will be realized through maximum exposure to authentic target language input (oral and visual), active oral and written practice of real-life language tasks or functions (conversing with an exchange student, completing forms, etc.) and exploration of cultural subtleties conveyed by language, thought and customs.

PREREQUISITE: MLAR2001, GRADE OF C- OR BETTER This course is designed to provide maximum opportunties for students to develop functional listening, speaking, reading and writing skills in beginning Arabic. The goal of this course is the acquisition of a useful, communicative command of the language at the Novice-Mid level on the national scale, as established by the American Council on the Teaching of Foreign Languages (ACTFL) and the Educational Testing Service (ETS). This goal will be realized through maximum exposure to authentic target language input (oral and visual), active oral and written practice of real-life language tasks or functions (conversing with an exchange student, completing forms, etc.) and exploration of cultural subtleties conveyed by language, thought and customs.

PREREQUISITE: MLAR2002, GRADE OF C- OR BETTER As a continuation of Intermediate Arabic II, this course is part of a proficiency-based language program designed to provide maximum opportunities for students to develop functional listening, speaking, reading and writing skills in Arabic. The goal of the course is the acquisition of a communicative and accurate command of the language at the Intermediate Low to Intermediate Mid level on the national scale of language proficiency as established by the American Council on the Teaching of Foreign Languages (ACTFL). The course will enrich the students' vocabulary, grammar, writing and reading skills, as well as enable them to understand and converse accurately in Arabic. Basic texts help students connect the written and aural/oral aspects of Arabic through intensive reading that is focused on grammar and Pronunciation. Students develop skills in writing at the paragraph level, tanslation, correct expression, and dictionary use.

As a continuation of Arabic Language & Culture I, this course is a part of a proficiency-based program designed to provide maximum opportunities for students to develop functional listening, speaking, reading and writing skills in Arabic. The goal of the course is the acquisition of a communicative and accurate command of the language at the Intermediate Low to Intermediate Mid level on the national scale of language proficiency as established by the American Council on the Teaching of Foreign Languages (ACTFL). The course will enrich the students' vocabulary, grammar, writing and reading skills, as well as enable them to understand and converse accurately in Arabic. Basic texts help students connect the written and aural/oral aspects of Arabic, through intensive reading that is focused on grammar and pronunciation. Students develop skills in writing at the paragraph level, translation, correct expression, and dictionary use.

This course introduces the most important principles and practices for teachers of children with home languages other than English. Students examine the implications of cultural and linguistic variation for English Language learners. We focus on how educators work in the classroom, the school, and the community to support these learners' language development and academic learning.

This course introduces the major structural elements of English for students intending to teach English as a Second Language. Students engage in systematic description and discussion of the phonetic, morphological, syntactic, semantic, and pragmatic systems of English. We investigate issues of dialect variation, prescriptive rules, and literacy development. Practical applications include analysis of ELLs' writing and speech samples.

This course introduces the nature of language competence and the processes of first and second language development. A survey of the major theories of language learning leads to the evaluation of language and literacy practices in classroom instruction for second language learners. Important factors in language learning are identified and discussed, including linguistic knowledge, social interaction, the learning context, motivation, and age.

This course provides a comprehensive introduction to classroom instruction and assessment for ESL students. Students practice applying principles of language learning to the observation, analysis, selection, creation, and organization of classroom activities. A variety of techniques and strategies are explored, with emphasis on current proficiency-based approaches for learners who need English for social, academic, and socio-cultural purposes.

This course provides a comprehensive introduction to classroom instruction and assessment for ESL students. Students practice applying principles of language learning to the observation, analysis, selection, creation, and organization of classroom activities. A variety of techniques and strategies are explored, with emphasis on current proficiency-based approaches for learners who need English for social, academic, and socio-cultural purposes.

This course focuses on the application of principles and practices for teaching English Language Learners in the context of the curriculum, the program and the school community. Students select and design resources for an instructional unit that integrates English language skills with academic content learning. We investigate strategies and tools for placing and monitoring students, working with ESL students with special needs, and collaborating with school staff and parents, in order to further the language, cognitive, and social development of ELLs.

This course will focus on the teaching of foreign languages. A variety of teaching models and strategies for organizing the classroom will be explored. Emphasis will be placed on formulating objectives, selecting and organizing content, and developing various strategies to implement in a proficiency-based program. Techniques for evaluation of teaching effectiveness as well as evaluation of student learning will be discussed.

This course uses a reflective model of teacher education to build practical knowledge about classroom instruction, evaluation, and school support services. Students participate in observation, interviews, and hands-on activities related to planning, carrying out lessons, and evaluating students. A developmental portfolio helps students connect theory and practice through reflection.

This course is designed to provide the needed skills for foreign language instruction. Focus will be on developing, implementing, and evaluating instructional strategies and materials for both the elementary and secondary levels. In addition prospective foreign language teachers will learn to plan and assess appropriate learning activities for their students, and to reflect on their own learning strategies and behavior.

This course is part of a proficiency-based language program designed to provide maximum opportunities for students to develop functional listening, speaking, reading and writing skills in beginning French. The goal of the course is the acquisitions of a useful, communicative command of the language at the Novice-Mid to Novice-High level on the national scale, as established by the American Council on the Teaching of Foreign Languages and the Educational Testing Service. This goal will be realized through maximum exposure to authentic target language input (oral and visual), active oral and written practice of real-life language tasks or functions (conversing with an exchange student, completing forms, etc.) and exploration of cultural subtleties conveyed by language, thought and customs. This course is intended for students with little or no fluency in French.

PREREQUISITE: MLFR1001, GRADE OF C- OR BETTER As a continuation of Elementary French I, this course is part of a proficiency-based language program designed to provide maximum opportunities for students to develop functional listening, speaking, reading, and writing skills in beginning French.

The goal of the course is the acquisitions of a useful, communicative command of the language at a Novice Mid to Intermediate Low level on the national scale, as established by the American Council on the Teaching of Foreign Languages and the Educational Testing Service. This goal will be realized through maximum exposure to authentic target-language input (oral and visual), active oral and written practice of real-life language tasks or functions (e.e., conversing with an exchange student, making grocery lists, completing forms, etc.), and exploration of cultural subtleties conveyed by language, thought, and customs.

PREREQUISITE: MLFR1002, GRADE OF C- OR BETTER These courses are designed to build on the student's previous skills, thereby improving oral proficiency. Vocabulary acquisition and the reading of authentic aural and written materials broaden the student's knowledge and linguistic abilities. Classroom activities focus on development of skill in self-expression. The student has many opportunities to expand cultural knowledge through films, videotapes, and informal rendezvous. Course is not open to students with an advanced or superior oral proficiency level in French.

PREREQUISITE: MLFR2001, GRADE OF C- OR BETTER This course is designed to teach the beginning French student the four basic skills of listening, speaking, reading, and writing. The focus of this course is the development of aural/oral proficiency by means of vocabulary development, listening and speaking practice, and guided conversation. Class work emphasizes the acquisition of strategies for understanding, authentic listening and reading materials. Through such activities as classroom discussions, videotapes, and films, the student becomes acquainted with various facets of francophone culture. Course is not open to students with an advanced or superior oral proficiency level in French.

PREREQUISITE: MLFR2002, GRADE OF C- OR BETTER This course is designed to advance the student's language proficiency through the development of communicative strategies such as: how to express one's feelings; how to get and give advice; how to make plans; how to react to an opinion and how to maintain discussions. The student gains experience in using socially acceptable formats for writing both personal and business correspondence. Through carefully chosen authentic texts, cross-cultural phenomena such as contemporary social issues and business practices are explored.

PREREQUISITE: MLFR3001, GRADE OF C- OR BETTER This course is designed to advance the student's language proficiency through the development of communicative strategies such as: how to express one's feelings; how to get and give advice; how to make plans; how to react to an opinion and how to maintain discussions. The student gains experience in using socially acceptable formats for writing both personal and business correspondence. Through carefully chosen authentic texts, cross-cultural phenomena such as contemporary social issues and business practices are explored.

PREREQUISITE: MLFR3002, GRADE OF C- OR BETTER A study of the French and Francophone culture, civilization, literary genres, and authors from the 16th-21st century.

Independent study course for students who have demonstrated an intense commitment to investigate a particular area of French studies. The student will design an independent study in conjunction with the appropriate language faculty member.

As a continuation of Elementary German I, this course is part of a proficiency-based language program designed to provide maximum opportunities for students to develop functional listening, speaking, reading, and writing skills in beginning German.The goal of the course is the acquisitions of a useful, communicative command of the language at a Novice Mid to Intermediate Low level on the national scale, as established by the American Council on the Teaching of Foreign Languages and the Educational Testing Service. This goal will be realized through maximum exposure to authentic target-language input (oral and visual), active oral and written practice of real-life language tasks or functions (e.e., conversing with an exchange student, making grocery lists, completing forms, etc.), and exploration of cultural subtleties conveyed by language, thought, and customs. Offered through the Scholar, college in high school program only.

This course is designed to build on the student's previous skills, thereby improving oral proficiency. Vocabulary acquisition and the reading of authentic aural and written materials broaden the student's knowledge and linguistic abilities. Offered through the Scholar, college in high school program only.

This course is designed to teach the beginning German student the four basic skills of listening, speaking, reading, and writing. The focus of this course is the development of aural/oral proficiency by means of vocabulary development, listening and speaking practice, and guided conversation. Class work emphasizes the acquisition of strategies for understanding, authentic listening and reading materials. Offered dthrough the Scholar, college in high school program only.

This course is designed to provide maximum opportunities for students to develop functional listening, speaking, reading and writing skills in the beginning Italian. The goal of the course is the acquisition of a useful, communicative command of language at the Novice-Low to Novice-Mid level on the national scale, as established by the American Council on the Teaching of Foreign Languages (ACTFL) and the Educational Testing Service (ETS).This goal will be realized through maximum exposure to authentic target language input (oral and visual), active oral and written practice of real- life language tasks or functions (conversing with an exchange student, completing forms, etc.) and the exploration of cultural subtleties conveyed by language, thought and customs. This course is intended for students with little or no fluency in Italian.

PREREQUISITE: MLIT1001, GRADE OF C- OR BETTER As a continuation of Elementary Italian I, this course is part of a proficiency-based language program designed to provide maximum opportunities for students to develop functional listening, speaking, reading, and writing skills in beginning Italian. The goal of the course is the acquisitions of a useful, communicative command of the language at a Novice Mid to Intermediate Low level on the national scale, as established by the American Council on the Teaching of Foreign Languages and the Educational Testing Service. This goal will be realized through maximum exposure to authentic target-language input (oral and visual), active oral and written practice of real-life language tasks or functions (i.e., conversing with an exchange student, making grocery lists, completing forms, etc.), and exploration of cultural subtleties conveyed by language, thought, and customs.

PREREQUISITE: MLIT1002, GRADE OF C- OR BETTER As a continuation of Elementary Italian II, this course is part of a proficiency-based language program designed to provide maximum opportunities for students to develop functional listening, speaking, reading and writing skills in intermediate Italian. The goal of the course is the acquisition of a useful, communicative command of the language at the Novice High to Intermediate Low level on the national scale as established by the American Council on the Teaching of Foreign Languages and the Educational Testing Service. This goal will be realized through maximum exposure to authentic target-language tasks of functions (e.g., ordering a meal, making travel arrangements, visiting a doctor's office, etc.) and exploration of cultural subtleties conveyed by language, thought and customs.

This course is part of a proficiency-based language program designed to provide maximum opportunities for students to develop functional listening, speaking, reading and writing skills in beginning Spanish. This goal will be realized through maximum exposure to authentic target language input (oral and visual), active oral and written practice of real-life language tasks or functions (conversing with an exchange student, completing forms, etc.) and exploration of cultural subtleties conveyed by language, thought and customs. This course is intended for students with little or no fluency in Spanish.

PREREQUISITE: MLSP1001, GRADE OF C- OR BETTER As a continuation of Elementary Spanish I, this course is part of a proficiency-based language program designed to provide maximum opportunities for students to develop functional listening, speaking, reading, and writing skills in beginning Spanish. The goal of the course is the acquistions of a useful, communicative command of the language at a Novice Mid to Intermediate Low level on the national scale, as established by the American Council on the Teaching of Foreign Languages and the Educational Testing Service. This goal will be realized through maximum exposure to authentic target-language input (oral and visual), active oral and written practice of real-life language tasks or functions (e.e., conversing with an exchange student, making grocery lists, completing forms, etc.), and exploration of cultural subtleties conveyed by language, thought, and customs.

PREREQUISITE: MLSP1002, GRADE OF C- OR BETTER As a continuation of Elementary Spanish II, this course is part of a proficiency-based language program designed to provide maximum opportunities for students to develop functional listening, speaking, reading and writing skills in intermediate Spanish. The goal of the course is the acquisition of a useful, communicative command of the language at the Novice High to Intermediate Low level on the national scale as established by the American Council on the Teaching of Foreign Languages and the Educational Testing Service. This goal will be realized through maximum exposure to authentic target-language tasks of functions (e.g., ordering a meal, making travel arrangements, visiting a doctor's office, etc.) and exploration of cultural subtleties conveyed by language, thought and customs.

PREREQUISITE: MLSP2001, GRADE OF C- OR BETTER As a continuation of Intermediate Spanish I, this course is part of a proficiency-bases language program designed to provide maximum opportunities for students to develop functional listening, speaking, reading, and writing skills in intermediate Spanish. The goal of the course is the acquisition of a useful, communicative command of the language at a low level on the national scale, as established by the American Council on the Teaching of Foreign Languages and the Education Testing Service. This goal will be realized through maximum exposure to authentic target-language input (oral and visual), active oral and written practice of real-life language tasks or functions (e.g., conversing with an exchange student, going to the bank, using the telephone, going to the doctor's office, etc.), and exploration of cultural subtleties conveyed by language, thought, and customs.

PREREQUISITE: MLSP2002, GRADE OF C- OR BETTER As a continuation of Intermediate Spanish II, this course is part of a proficiency-based language program designed to provide maximum opportunities for students to develop functional listening, speaking, reading and writing skills in Spanish. The goal of the course is the acquisition of a useful, communicative command of the language at the Intermediate-Low to Intermediate-Mid level on the national scale as established by the American Council on the Teaching of Foreign Languages(ACTFL) and the Educational Testing Service(ETS). This goal will be realized through maximum exposure to authentic target-language input (oral and visual), active oral and written practice of real life language tasks or functions (e.g. ordering a meal, making travel arrangements, etc.) and exploration of cultural subtleties conveyed by language, thought and customs.

PREREQUISITE: MLSP3001, GRADE OF C- OR BETTER As a continuation of Advanced Spanish Language & Culture I, this course is part of a proficiency-based language program designed to provide maximum opportunities for students to develop functional listening, speaking, reading and writing skills in Spanish. The goal of the course is the acquisition of a useful communicative command of the language at the "Intermediate-Mid to Intermediate High" levels on the national scale as established by the American Council on the Teaching of Foreign Languages (ACTFL) and the Educational Testing Service (ETS). This goal will be realized through maximum exposure to authentic target-language input (oral and visual), active oral and written practice of real life language tasks of "functions" (e.g. giving suggestions, making plans for the future, etc.) and exploration of cultural subtleties conveyed by language, thought and customs.

PREREQUISITE: MLSP3002, GRADE OF C- OR BETTER This course is structured to enhance the knowledge of grammar and the reading and writing skills of students who have already achieved an intermediate level or oral, written and reading proficiency in Spanish as measured on the ACTFL/ETS scale. Students will learn correct grammatical construction through literary readings and discussion, intensive vocabulary study, intensive study of grammar points, and compostion practice.

PREREQUISITE: MLSP3002, GRADE OF C- OR BETTER This course is part of a proficiency-based language program designed to provide maximum opportunities for students to acquire speaking and listening comprehension skills in Intermediate Spanish to the Advanced levels on the national scale as established by the American Council on the Teaching of Foreign Languages (ACTFL) and the Educational Testing Service (ETS). This goal will be realized by the following means: Practice on stress, intonation and difficult pronunciation as needed; Presentation, discussions, and other activities in small groups and as a class; Speeches and debates prepared in advance; Listening comprehension activities and note-taking practice. This course will be conducted in Spanish to assist students in maintaining their proficiency goals.

PREREQUISITE: MLSP3005, GRADE OF C- OR BETTER This course introduces the student to general linguistic theory and its application to the problems which teachers face in the foreign language classroom. Students will discover practical resolutions to problems encountered in the presentation of linguistic material. A study of the sound system of Spanish and training in native-like Spanish pronunciation will also be incorporated into the course. Cross-listed with SPAE3015

PREREQUISITE: MLSP2002 This course will introduce the student to the study of peninsular Spanish culture. Students will study the early cultures which contributed to Spanish culture as it exists today. Also included is the study of historical influences, geography, economics, membership in the European Union (EU), religion(s), political system, art, literature, dance, music, architecture, traditions, customs, languages/dialects and other cultural symbols and trends in the various regions of the country. This course will be conducted in Spanish to assist students in achieving and maintaing their proficiency goals.

PREREQUISITE: MLSP3002, GRADE OF C- OR BETTER This course will introduce the student to the study of culture including the relationships between the perspectives, products, and practices of the cultures of Latin American (as stated in the National Standards for Foreign Language Teaching). Students will study the early cultures which contributed to Latin American culture as it exists today. Also included is the study of the history, geography, economics, religions(s), political systems, art, literature, dance, music, architecture, traditions, customes and other cultural symbols of Latin America, lation society in the U.S. and in Equatorial Guinea. This course will be conducted in Spanish to assist students in maintaining their proficiency goals.

PREREQUISITE: MLSP3005, GRADE OF C- OR BETTER This course covers the major literacy periods, authors, trends and genres in Spanish Peninsular literature from the pre-medieval period through the 20th century from an historical perspective. Literary text will be read and discussed; they will include representative selections of each major literary period.

A study of the major literary periods, trends and genres in Spanish American literature from pre-Columbian times through the 20th century from an historical perspective. Literary texts to be read and discussed include representative selections of key historic texts and literary figures from each major literary period.

Independent study course for students who have demonstrated an intense commitment to investigate a particular area of Spanish studies. The student will design an independent study in conjunction with the appropriate language faculty member.

The Choir of La Roche provides an opportunity for students, faculty and staff to explore and perform group vocal music. Selected repertoire represents a wide variety of styles from the western European and American traditions, with special attention to other world music traditions. The choir presents several major concerts each year and participates in community projects throughout Southwestern Pennsylvania.

This course consists of individual instruction in voice. The course is designed for both beginner and more advanced students. Private interview will determine level of instruction.

This course consists of individual instruction on a selected instrument. The course is designed for both beginner and more advanced students. Private interview will determine level of instruction.

Dance production is a laboratory course providing each student with opportunity for hands-on training in the technical and performing aspects of theater. Each individual will be able to extend and broaden their production and performing experience.

Dance production is a laboratory course providing each student with opportunity for hands-on training in the technical and performing aspects of theater. Each individual will be able to extend and broaden their production and performing experience.