World Languages & ENL

World Languages

The goal of studying a World Language is to have students develop the capacity to speak, read, write, interpret and communicate in a second language. Integral to studying world languages is also students’ development of cross-cultural skills, understandings, and competencies, so that they may become global citizens in our increasingly inter-dependent world. All of our World Language courses are aligned with the recently approved NYS Learning Standards for World Languages, along with the standards from the American Council on the Teaching of Foreign Languages (ACTFL).

High School

Presently, the Spanish 2 and Spanish 3 courses utilize the Autentico program, in combination with several teacher-designed units of study. Our French classes are presently using teacher-designed units of study. All world language curricula conform to the standards and expectations of the NYS Learning Standards for World Languages as well as the ACTFL Standards. Students in level 3 Spanish or French are required to take a Checkpoint B Exam to achieve their Advanced Regents Diploma. To further enhance their language learning, we currently offer a Level 4 advanced class, as well as an AP Spanish and Culture course, so that students may experience college-level material. American Sign Language (ASL) is also available as an elective course as well. Course offerings in the World Languages Department can be found in the Seaford High School Course Handbook.

English as a New Language (ENL), K-12

English language learning is provided to any student who enters Seaford UFSD and indicates or is identified as needing such services through the Home Language Questionnaire and intake process, as well as the results from the New York State Identification Test for English Language Learners (NYSITELL) assessment. A student’s proficiency level and subsequent instruction is provided according to a students’ NYSITELL results, and per the NYS regulations as outlined in Part 154 of the Commissioner’s Regulations.

The goal of our program is to help students develop the necessary skills to be successful in everyday society by developing proficiency in the English language and continuing to understand self-identity through each student’s cultural and linguistic heritage. Teacher-created units of study and support for the general education classroom instruction are provided by a teacher certified in Teaching English as a Second Language (TESOL) and in alignment with the NYS Next Generation English Language Arts Standards and NYSED ENL instructional practices. Many helpful resources for students to whom English is a new language, as well as their parents and guardians, can be found here.

French Sequence

French 1

This is an introductory course, which develops communicative proficiency at the beginning level in the four basic language skills of listening, speaking, reading, and writing. Relevant topics, situations, functional expressions, and structures are introduced by means of personalization and analysis. Culture is integrated into the program by means of projects, the use of authentic materials, and field trips. Students will be assessed at FLACS/Checkpoint A proficiency, according to the State syllabus. Emphasis is on the practical use of the target language.

French 2

This course is a continuation of the introductory level. Communicative proficiency is developed through additional topics, situations, functional expressions and structures, which are analyzed and personalized. The four skills of listening, speaking, reading, and writing are developed further. Culture is integrated into the program by means of projects, the use of authentic materials and field trips. Students will be assessed at Checkpoint B proficiency, according to the State syllabus. Emphasis is on the practical use of the target language.

• Prerequisite: French 1 and successful completion of the New York State FLACS Examination/Checkpoint A in French.

French 3

This course develops communicative proficiency at the intermediate level. The four skills of listening, speaking, reading and writing are expanded by means of intermediate level topics, situations, functional expressions and structures. French culture is integrated into the program through the use of authentic materials. Classes are conducted in the target language. Students are prepared for the FLACS examination, which serves as the final examination for the course. Students will again be assessed at Checkpoint B proficiency, according to the State syllabus. Emphasis is on the practical use of the target language.

• Prerequisite: Successful completion of French 2.

French 3 Pre-AP

This course serves as a bridge between the first two years of basic language instruction and the more advanced courses offered in the French program. Language instruction will continue to expand the students’ four skills listening, speaking, reading and writing as well as gain a deeper understanding of the Franco-phone culture. Emphasis is also placed on more advanced grammatical structures and practical interpersonal activities. In order to prepare students for the next level, use of broadcast media, online resources from French speaking countries are used as students acquire the necessary skills. This course is designed for students who plan to take the Advanced Placement Exam in French.

• Prerequisite: Minimum of 85% in French 2 or teacher recommendation.

French 4 Pre-AP

This course serves as a pre-requisite for the Advanced Placement French class. The main components of the course are communicative refinement, consistent study of complex grammar, vocabulary expansion, reading comprehension, listening activities and continued cultural studies. Emphasis is also placed on current events and literature. In order to prepare students for the next level, use of broadcast media, online resources from French speaking countries are used as students acquire the necessary skills. This course is designed for students who plan to take the Advanced Placement Exam in French.

• Prerequisite: Successful completion of Pre-AP French 3 or teacher recommendation.

AP French

This course continues the development of the four language skills of listening, speaking, reading and writing at the advanced level. Emphasis is placed on using language for active communication. The objectives of the course are to prepare students to understand the spoken language in both formal and conversational situations, to speak with accuracy and fluency, to read newspapers, magazines, and literature with accuracy, and to express ideas fluently in writing. Students may take the Advanced Placement Examination for possible college credit. Emphasis is on the practical use of the target language.

• Prerequisite: Successful completion of Pre-AP French 4.

Spanish Sequence

Spanish 1

Spanish 2

This course is a continuation of the introductory level. Communicative proficiency is developed through additional topics, situations, functional expressions and structures, which are analyzed and personalized. The four skills of listening, speaking, reading, and writing are further developed. Appreciation of Hispanic culture is integrated into the program by means of projects, the use of authentic materials and field trips. Students will be assessed at Checkpoint B proficiency, according to the State syllabus. Emphasis is on the practical use of the target language.

• Prerequisite: Spanish 1 at the High School or Spanish 1 and successful completion of the New York State FLACS Examination/Checkpoint A in Spanish at the Middle School.

Spanish 3

This course develops communicative proficiency at the intermediate level. The four skills of listening, speaking, reading and writing are expanded by means of intermediate level topics, situations, functional expressions and structures. Appreciation of Hispanic culture is integrated into the program through the use of authentic materials. Classes are conducted in the target language. Students are prepared for the FLACS examination, which serves as the final examination for the course. Students will again be assessed at Checkpoint B proficiency, according to the State syllabus. Emphasis is on the practical use of the target language.

• Prerequisite: Successful completion of Spanish 2. Spanish 2

Spanish 4

This course develops communicative proficiency at the advanced level. Listening, speaking, reading and writing skills are expanded through advanced level topics, situations, functional expressions and structures. The literature, history and contemporary lifestyles of Spain and Latin America are focal points of the curriculum. Students will be assessed at Checkpoint C proficiency. Emphasis is on the practical use of the target language.

• Prerequisite: Successful completion of Pre-AP Spanish 3 or Spanish 3 with teacher recommendation.

Spanish 3 Pre-AP

This course serves as a bridge between the first two years of basic language instruction and the more advanced courses offered in the Spanish program. Language instruction will continue to expand the students’ four skills listening, speaking, reading and writing as well as gain a deeper understanding of the Iberian and Latin American cultures. Emphasis is also placed on more advanced grammatical structures and practical interpersonal activities. To prepare students for the next level, use of broadcast media, online resources from Spanish speaking countries are used as students acquire the necessary skills. This is designed for students who take the AP Spanish Exam.

• Prerequisite: Minimum of 85% in Spanish 2 or teacher recommendation.

Spanish 4 Pre-AP

This course serves as a pre-requisite for the Advanced Placement Spanish class. The main components of the course are communicative refinement, consistent study of complex grammar, vocabulary expansion, reading comprehension, listening activities and continued cultural studies. Emphasis is also placed on current events and literature. In order to prepare students for the next level, use of broadcast media, online resources from Spanish speaking countries are used as students acquire the necessary skills. This course is designed for students who plan to take the Advanced Placement Exam in Spanish.

• Prerequisite: Successful completion of Pre-AP Spanish 3, 90% in Spanish 3 or teacher recommendation.

AP Spanish

The AP Spanish Language course should help prepare students to demonstrate their level of Spanish proficiency across three communicative modes: Interpersonal [interactive communication], Interpretive [receptive communication], and Presentational [productive communication], and the five goal areas of the National Standards for Foreign Language Education: Communication, Cultures, Connections, Comparisons, and Communities. The course has been to some extent modified with the purpose of reflecting the requirements for the new AP Spanish Language. In order to accomplish these goals, this course emphasizes the use of broadcast media, online resources from Spanish speaking countries, and literature. Students may take the AP Spanish Exam for possible college credit.

• Prerequisite: Successful completion of Pre-AP Spanish 4 or teacher recommendation.

ENL (English as a New Language
American Sign Language

ENL (English as a New Language

This course develops communicative proficiency in English. The four skills of listening, speaking, reading and writing are developed by means of topics, situations, functional expressions and structures, which are analyzed and personalized. Cultural understanding of the United States is developed. Emphasis is on the practical and academic use of English. Technology will be used to further enhance language learning.

American Sign Language

This is an introductory course which develops communicative proficiency at the beginning level in the language. Relevant topics, situations, functional expressions, and structures are introduced by means of personalization and analysis. Culture is integrated into the program by means of videos, projects, the use of authentic materials, and field trips. Students will be assessed at Checkpoint A proficiency, according to the State syllabus. Emphasis is on the practical use of the target language.

• Open to all students in grades 11 and 12.

The Seaford High School
World Languages & ENL Department

Go to Teacher Information Pages for your teacher's information.

Maria Accardi

Diana Arichabala

Patricia Foley

Ina Ionescu

Robert Maloney

Shari Raduazzo

Seal of Biliteracy

The NYS Seal of Biliteracy (NYSSB) is a significant recognition that can be earned by students who have attained a high level of proficiency in English and one or more world languages. This is available to all seniors who choose to go beyond required coursework by carrying out in-depth research presentations in two or more languages (English and a second language). The intent of the NYSSB is to encourage the study of languages, to identify high school graduates with language and biliteracy skills for employers, to provide universities with additional information about applicants seeking admission and placement, to prepare students with 21st Century skills, to recognize the value of language instruction, and to affirm the value of diversity in a multilingual society. The NYSSB takes the form of a Seal on the student's diploma and a medallion worn at graduation.

In This Section