FAQ about Trinity’s World Languages Program
Why did Trinity School make a change in foreign language instruction?
In evaluating all our programs in the process of implementing our Strategic Vision, “The Child at the Center,” we wanted to accomplish the following in the study of other languages:
- Personalize the learning process
- Increase the level of spoken language fluency
- Expand children’s knowledge and appreciation of global cultures
- Prepare students even more effectively for their next school
- Prepare students for success as 21st Century learner
How is learning structured in Rosetta Stone?
Each unit on Rosetta Stone is divided into lessons with content in grammar, speaking, listening, writing, vocabulary, listening, reading, and pronunciation, with multiple occasions for review. Though it is a self-paced program, teachers are able to intervene if students appear to be racing through lessons with insufficient in-depth learning or not challenging themselves sufficiently. Teachers may add supplementary exercises for those needing support.
Do students interact only with a computer during World Languages class?
No. The use of technology will certainly be a significant portion of the language acquisition component of World Languages. Technology allows the self-pacing mastery approach that Rosetta Stone employs. The teacher, however, remains fully engaged with the students, and students will interact with other students in speaking his or her language and by way of projects and activities.
What is the role of the World Languages teacher?
The teacher remains central and crucial in World Languages. Rosetta Stone offers extensive feedback to the student, but it also provides ongoing data to the teacher about each step of each student’s progress. The World Language teacher will not know all the languages studied, but she knows how to guide, support, encourage, and challenge the students, as well as integrate service and cultural studies.