Welcome to the World Languages Department
"One Language sets you in a corridor for life. Two languages open every door along the way." Frank Smith
Elcie Douce, Ed. D.
World Language Department Chair
(845) 353 - 7173
The Nyack World Language instruction is a standards-based instructional program based on the revised New York State Learning Standards for World Languages. The Standards are aligned to both the World-Readiness Standards for Learning Languages and the high-leverage teaching practices which outline what students should know and be able to do in the languages and cultures which they study as they progress through the language proficiency pathway.
World-Readiness Standards for Learning Languages (2015)
NYS Learning Standards for LOTE (World Languages) (2021)
The World Languages department goals focus on three communicative modes (Interpretive, Interpersonal, Presentational), but also reference the incorporation of cultural products, practices and perspectives with the aim of deepening cross-cultural understanding. The fundamental goal of the World Languages program is to enable students to communicate effectively in the target language. Teachers emphasize speaking and vocabulary development, especially in the beginning levels, rather than the study of grammar in isolation. As students progress from introductory to more advanced courses, grammar skills are taught in context as tools for effective communication.
The department strives to equip students with the skills to express communicative functions that include providing and obtaining information, expressing personal feelings, socializing and persuading. Applying speaking, listening, reading and writing skills, students must use the target language effectively in a variety of real-life situations. In addition to the practical application of communication in the language, students strive to understand the cultural products, practices, and perspectives of the peoples in countries where French and Spanish are spoken.
Cultures, intercultural understanding, and validation of diversity are themes that run throughout the school mission and are referenced in the departmental goals, along with attention to real-world contexts and the need to communicate in an increasingly global world.
Nyack World Language Department MISSION
Nyack’s World Language Program strives to empower students to communicate with confidence and compassion. Through the development of linguistic and cultural literacy students acquire a global mindset, which fosters a deeper understanding of and connections to their own culture and the world. We believe that language study through interdisciplinary and real-world contexts ignites students’ passion for lifelong learning, willingness to embrace a global perspective, and enthusiasm for languages and the cultures they reflect.
A GRADUATE of the Nyack World Language Program will…
- Explore different perspectives, embrace and demonstrate empathy for other cultures;
- Connect languages and cultures to their personal and professional lives
- Feel confident taking risks and communicating in the target language;
- Understand our interconnectedness and impact within our local and global communities;
- Use language skills to deepen knowledge of other content areas;
- Develop critical thinking and problem-solving skills through language study;
- Be lifelong learners of languages.
The Nyack World Language Teachers…
- Work toward a minimum of 90% target language use in the classroom
- Incorporate comprehensible input strategies (i.e., visuals, gestures, circumlocution, manipulatives, realia, context cues)
- Establish a comfortable/safe classroom environment for students
- Encourage risk-taking in the target languages
- Establish a classroom community in which students support and encourage each other
- Assess students based on what they can do (versus what they know)
- Use more holistic forms of assessing student proficiency (e.g., Integrated Performance Assessments (IPAs), projects, rubrics)
- Minimize the focus on precision while placing greater emphasis on communication
- Design curricula and experiences that connect students to the real world and other content areas
- Use the World Readiness Standards (5 Cs) as a frame for curriculum development
- Embed language structures (i.e., vocabulary, grammar, syntax, etc.) in meaningful contexts
- Movement from topics to themes
- Adapt our instruction to meet students’ needs and interests (differentiation)
- Demonstrate a personal passion/enthusiasm for the target languages and cultures
The Middle School Program
The Nyack World Language program starts at the 6th grade level where students study either French or Spanish. At the Novice level, students are able to communicate minimally with formulaic, and rote utterances, lists and phrases. The primary objective of the Middle School program is to ensure that students reach a Novice-High proficiency level where they will be able to:
- identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in texts that are spoken, written, or signed.
- communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions.
- present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken, written, or signed language
- identify products and practices to help them understand perspectives in their own culture and other cultures.
- interact at a survival level in some familiar everyday contexts.
Students are expected to take the Checkpoint A FLACS Assessment at the end of their 8th grade year, which grants them one unit of credit in order to complete the world language requirement for the Regents diploma. Throughout their course of study students foster their three modes of communication (Interpretive, Interpersonal, Presentational) and expand their language proficiency through a variety of themes and topics:
The High School Program
As students progress through the language continuum at the High School level, they have the opportunity to move ahead on the proficiency pathway in French or Spanish as well as to opt for a whole new language learning experience in our American Sign Language (ASL) program. All students are encouraged to continue their language study beyond the Checkpoint B level and earn College Credit through Albany University, Rockland County Community College, and Advanced Placement courses in Spanish and French as well as the opportunity to earn the New York State Seal of Biliteracy.
The High School program is divided in two Checkpoints:
- The Checkpoint B level encompasses two grade levels, 9th and 10th grade where students earn two additional units of study in French, Spanish or ASL for a total of three units in the same language . They need to pass the Checkpoint B FLACS Assessment in that language in order to complete the world language requirement for the Regents diploma with Advanced Designation. The goal is for students to reach the Intermediate-Mid proficiency level. Throughout their two years of study, students enhance their three modes of communication (Interpretive, Interpersonal, Presentational) through a variety of real-world tasks embedded in a wide range of themes and topics:
- The Checkpoint C level also covers two grade levels, 11th and 12th grade, where students earn two units of study in French, Spanish or ASL . At this level, students have the opportunity to earn College Credit through Albany University, Rockland County Community College, and Advanced Placement courses. In addition, students are able to complete the requirements for the New York State Seal of Biliteracy. At the Checkpoint C level, students are expected to reach the Intermediate-High proficiency level. Throughout their two years of study, students deepen their understanding of the Checkpoint B themes and topics in the three modes of communication (Interpretive, Interpersonal, Presentational), expand their language skills and their intercultural competence as they move along the language continuum.
At the Checkpoint B and C levels, students are able to create with language, initiate, maintain and bring to a close simple conversations by asking and responding to simple questions. They will be able to:
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- understand the main idea and some pieces of information on familiar topics from sentences and series of connected sentences within texts that are spoken, written, or signed.
- participate in spontaneous spoken, written, or signed conversations on familiar topics, creating sentences and series of sentences to ask and answer a variety of questions.
- communicate information, make presentations, and express my thoughts about familiar topics, using sentences and series of connected sentences through spoken, written, or signed language.
- make comparisons between products and practices to help them understand perspectives in their own culture and other cultures interact at a functional level in some familiar contexts.
MS World Language Teachers
Tracy Albanese
Spanish Teacher
Vincent Gabriele
Spanish Teacher
Marie Sheila Jeannot
French Teacher
Jennifer Pellicer
Spanish Teacher
Rebecca Pence
French Teacher
Wendy Stephenson
Spanish Teacher
HS World Language Teachers
Ruth Bello
Spanish Teacher
Rhina Cerda
Spanish Teacher
Dr. Elcie Douce
French/Spanish Teacher
Rosa Foster
Spanish Teacher
Felicia Gell
ASL Teacher
Jennifer Monaldo
Spanish Teacher
Rebecca Pence
French Teacher
Victor Olmedo
Spanish Teacher
Notable Nyack Students...
Notable Hispanic and Franco Americans..
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Shakira: Entertainer and Humanitarian...Born in Colombia on February 2, 1977, hugely successfully Colombian pop singer and dancer Shakira has won two Grammy Awards, seven Latin Grammy Awards and 12 Billboard Latin Music Awards, and has been nominated for a Golden Globe Award. Known for hits like "Whenever, Wherever" and "Hips Don't Lie," Shakira is the highest-selling Colombian artist of all time, and the second most successful female Latin singer. By 2012, her U.S. album sales had reached nearly 10 million. To learn more about her and her Humanitarian/Charitable Organizations go to... http://shakira.com/philanthropy
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Marco Antonio Rubio: Born in Miami, Florida in 1971, Marco Rubio is the son of Cuban immigrants. After earning a bachelor's degree from the University of Florida in 1993, he went to the University of Miami for his law degree. Rubio's political career began with his election to the West Miami City Commission in 1998. He was elected in the Florida House of Representatives the following year. In 2009, Rubio won his campaign for the U.S. Senate. In 2015, Rubio announced his plans to run for the 2016 Republican presidential nomination. However, his campaign never picked up the momentum he'd hoped for and he dropped out of the race after a disappointing defeat in his home state of Florida. He later announced he'd re-enter race for his previous Senate seat. http://www.biography.com/people/marco-rubio-20840041
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Born near Yuma, Arizona, on March 31, 1927, Cesar Chavez employed nonviolent means to bring attention to the plight of farm workers, and formed both the National Farm Workers Association, which later became United Farm Workers. As a labor leader, Chavez led marches, called for boycotts and went on several hunger strikes. It is believed that Chavez's hunger strikes contributed to his death on April 23, 1993, in San Luis, Arizona. To find out more about Cesar Chavez go to... http://www.biography.com/people/cesar-chavez-9245781
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Frida Khalo Artist Frida Kahlo was born on July 6, 1907, in Coyocoán, Mexico City, Mexico. Considered one of Mexico's greatest artists, Frida Kahlo began painting after she was severely injured in a bus accident. Kahlo later became politically active and married fellow communist artist Diego Rivera in 1929. She exhibited her paintings in Paris and Mexico before her death in 1954. To learn more about Frida Khalo go to... http://www.biography.com/people/frida-kahlo-9359496
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Selena Quitanilla: Born on April 16, 1971 in Lake Jackson, Texas, Selena Quintanilla made her recording debut in the '80s, going on to become an award-winning recording artist in the Latin music scene with albums like Amor Prohibido and Selena Live. In 1995, she was murdered by the founder of her fan club. Her last album, Dreaming of You, was released posthumously in 1995. To find out more information go to… http://www.biography.com/people/selena-189149
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Roberto Clemente: Baseball Hall of Famer Roberto Clemente became the first Latin American player to collect 3,000 career hits before his death in a plane crash. Born Roberto Enrique Clemente Walker on August 18, 1934, Clemente played with the Brooklyn Dodgers' minor league team before making his major league debut with the Pittsburgh Pirates in 1955. He led the National League in batting four times during the 1960s, and starred in the 1971 World Series. He died in a plane crash to deliver goods to Nicaragua in 1972. To find out more information go to… http://www.biography.com/people/roberto-clemente-9250805
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Sonia Sotomayor: Nominated by President Barack Obama on May 26, 2009, Sonia Sotomayor became the first Latina Supreme Court Justice in U.S. history. Sonia Sotomayor was born on June 25, 1954, in the Bronx borough of New York City. Her desire to be a judge was first inspired by the TV show Perry Mason. She graduated from Yale Law School and passed the bar in 1980. She became a U.S. District Court Judge in 1992 and was elevated to the U.S. Second Circuit Court of Appeals in 1998. In 2009, she became the first Latina Supreme Court Justice in U.S. history. To learn more about Sotomayor go to… http://www.biography.com/people/sonia-sotomayor-453906
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Celia Cruz: Celia Cruz was a Cuban-American singer, best known as one of the most popular salsa performers of all time, recording 23 gold albums. Cruz is remembered as one of the 20th century’s most beloved and popular Latin musicians. Celia was born in Havana, Cuba on October 21, 1925. She first gained recognition in the 1950s, as a singer with the orchestra Sonora Matancera. Relocating to the United States after the ascent of Fidel Castro, Cruz recorded 23 gold records with Tito Puente, the Fania All-Stars and other collaborators. Cruz died in New Jersey in 2003, at the age of 77. To hear Celia’s influence on hip hop go to… https://www.youtube.com/watch?v=q44L4NE0bfg To learn more about the 20th century’s most beloved and popular Latin musician go to… http://celiacruz.com/
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Born on September 4, 1981, in Houston, Texas, Beyoncé Knowles first captured the public's eye as lead vocalist of the R&B group Destiny's Child. She later established a solo career with her debut album Dangerously in Love, becoming one of music's top-selling artists with sold-out tours and a slew of awards. Knowles has also starred in several films, including Dream Girls. She married hip-hop recording artist Jay-Z in 2008. In December 2013, she surprised audiences by releasing her fifth studio album, self-titled Beyoncé, and has twice performed at the Super Bowl. In April 2016, she released her sixth studio album Lemonade after the airing of an HBO special. To learn more about Beyonce go to… http://www.beyonce.com/
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With her own talk show, Ellen DeGeneres is one of America's most well-known comedians, also serving as a prominent gay/lesbian role model. Born on January 26, 1958, in Metairie, Louisiana, Ellen DeGeneres hit it big as a stand-up comedian before starring on her own sitcom, Ellen. In 1997, she came out as gay, and became a staunch advocate of LGBT rights. She has been the host of her own award-winning talk show, The Ellen DeGeneres Show, since 2003, and married girlfriend Portia de Rossi in 2008 To learn more about Ellen go to… http://www.biography.com/people/ellen-degeneres-9542420
Useful Language Resources
What's going on in the WL Department?
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Students in Mr. Fyffe's classes engage in VR Tour Activity. Students created a VR tour which highlighted a Latin American destination of their choice and shared with classmates.
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Students in Mr. Fyffe's classes engage in VR Tour Activity. Students created a VR tour which highlighted a Latin American destination of their choice and shared with classmates.
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Students in Mr. Fyffe's classes engage in VR Tour Activity. Students created a VR tour which highlighted a Latin American destination of their choice and shared with classmates.
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Students in Mr. Fyffe's classes engage in VR Tour Activity. Students created a VR tour which highlighted a Latin American destination of their choice and shared with classmates.
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Students of Hispanic heritage created stations to raise cultural awareness of their history, customs, traditions, and values. Students were able to interact with the non-native speakers and share their diverse backgrounds. This cultural display, facilitated by the Hispanic Heritage student group, created an opportunity for open communication and cultural interaction among the students.
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Students of Hispanic heritage created stations to raise cultural awareness of their history, customs, traditions, and values. Students were able to interact with non-native speakers and share their diverse backgrounds. This cultural display, facilitated by the Hispanic Heritage student group, created an opportunity for open communication and cultural interaction among the students.
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Students of Hispanic heritage created stations to raise cultural awareness of their history, customs, traditions, and values. Students were able to interact with non-native speakers and share their diverse backgrounds. This cultural display, facilitated by the Hispanic Heritage student group, created an opportunity for open communication and cultural interaction among the students.
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Students of Hispanic heritage created stations to raise cultural awareness of their history, customs, traditions, and values. Students were able to interact with non-native speakers and share their diverse backgrounds. This cultural display, facilitated by the Hispanic Heritage student group, created an opportunity for open communication and cultural interaction among the students.
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Students of Hispanic heritage created stations to raise cultural awareness of their history, customs, traditions, and values. Students were able to interact with non-native speakers and share their diverse backgrounds. This cultural display, facilitated by the Hispanic Heritage student group, created an opportunity for open communication and cultural interaction among the students.
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Samantha Camacho with Sra. Cerda, Srta. Bello and Srta. Herrera in Multicultural Awareness Activity at NHS.
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NHS students from the Spanish and French National Honor Society and ASL 3/4 classes visit with students at UN. HS students created lessons and creative activities which engaged the students in the target language and promoted cultural awareness, communication and collaboration. (Ms. Derrick and Ms. Gell served as facilitators during the preparation of lessons).
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NHS students from the Spanish and French National Honor Society and ASL 3/4 classes visit with students at UN. HS students created lessons and creative activities which engaged the students in the target language and promoted cultural awareness, communication and collaboration. (Ms. Derrick and Ms. Gell served as facilitators during the preparation of lessons).
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NHS students from the Spanish and French National Honor Society and ASL 3/4 classes visit with students at UN. HS students created lessons and creative activities which engaged the students in the target language and promoted cultural awareness, communication and collaboration. (Ms. Derrick and Ms. Gell served as facilitators during the preparation of lessons).
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NHS students from the Spanish and French National Honor Society and ASL 3/4 classes visit with students at UN. HS students created lessons and creative activities which engaged the students in the target language and promoted cultural awareness, communication and collaboration. (Ms. Derrick and Ms. Gell served as facilitators during the preparation of lessons).
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NHS students from the Spanish and French National Honor Society and ASL 3/4 classes visit with students at UN. HS students created lessons and creative activities which engaged the students in the target language and promoted cultural awareness, communication and collaboration. (Ms. Derrick and Ms. Gell served as facilitators during the preparation of lessons).
Nyack Seal of Biliteracy
The New York State Seal of Biliteracy (NYSSB) was established to recognize high school graduates who have attained a high level of proficiency in listening, speaking, reading, and writing in one or more languages including ASL, in addition to English. The NYS Seal of Biliteracy:
- Affirms the value of diversity in a multilingual society.
- Encourages the study of languages.
- Identifies high school graduates with language and biliteracy skills for employers.
- Provide universities with additional information about applicants seeking admission.
- Prepares students with twenty-first century skills.
- Recognizes the value of world and home language instruction in schools.
Students who are awarded a Seal of Biliteracy will receive:
- The New York State Seal of Biliteracy insignia affixed to the high school diploma
- A NYS Seal of Biliteracy medal
For more information, please contact: Dr. Douce or your Guidance Counselor.
21-22 Nyack Seal of Biliteracy Application
