{"id":1101,"date":"2019-01-23T12:34:32","date_gmt":"2019-01-23T12:34:32","guid":{"rendered":"https:\/\/jhs.hallco.org\/site\/?page_id=1101"},"modified":"2019-01-23T12:43:29","modified_gmt":"2019-01-23T12:43:29","slug":"jisa-modern-language-philosophy","status":"publish","type":"page","link":"https:\/\/jhs.hallco.org\/web\/jisa-modern-language-philosophy\/","title":{"rendered":"JISA MODERN LANGUAGE PHILOSOPHY"},"content":{"rendered":"\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-jr964mvw-3c266c83c88e326c3a63156a1f0d51be\">\n#top .av-special-heading.av-jr964mvw-3c266c83c88e326c3a63156a1f0d51be{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-jr964mvw-3c266c83c88e326c3a63156a1f0d51be .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-jr964mvw-3c266c83c88e326c3a63156a1f0d51be .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-jr964mvw-3c266c83c88e326c3a63156a1f0d51be av-special-heading-h2  avia-builder-el-0  el_before_av_textblock  avia-builder-el-first '><h2 class='av-special-heading-tag '  itemprop=\"headline\"  >JISA MODERN LANGUAGE PHILOSOPHY<\/h2><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div>\n<section  class='av_textblock_section av-jr964ycj-225ccbc6011db3da997e5e1518ed08af '   itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><strong>International Mindedness<\/strong><br \/>\nThe JISA program focuses on modern language study to help students develop a natural curiosity and openness to differences in and among people groups around the world. The JISA 9 courses pose the question, \u201cwhat is the world like outside my home town?\u201d We believe that studying the culture and language of another country is fundamental to developing this perspective.<\/p>\n<p>Furthermore, JISA 10 focuses on how other nations have influenced the United States and how the US influences the world in return. Through language study in conjunction with World Area Studies (JISA 9) and AP Human Geography (JISA 10), students learn to become more productive global citizens.<\/p>\n<p><strong>AP &amp; IB Language Courses<\/strong><br \/>\nJISA is Johnson High School\u2019s International Baccalaureate preparatory program. While AP courses are offered at JHS, they are not typically treated as terminal courses. In other words, they are not placed at the top of our curriculum or regarded as the most rigorous courses offered at our school. Instead, AP classes are taught in the lower grades, to 9th and 10th graders, as preparation for the IB Programme of courses.<\/p>\n<p>This curriculum model applies to our modern language course pathway as well. Modern language students who reach a level 5 or beyond in grades 9 or 10 are eligible to take AP Spanish Language as a precursor to IB Spanish B, which is a two year course.<\/p>\n<p><strong>3 Reasons Why JISA Students Study a Modern Language<\/strong><\/p>\n<ol>\n<li>It prepares them for IB coursework in 11th and 12th grade.<\/li>\n<li>Colleges prefer it.<\/li>\n<li>Research suggests there is a connection between modern language study and improved academic achievement.<\/li>\n<\/ol>\n<\/div><\/section>\n<div  class='tabcontainer av-jr9675ej-9ab11155273c9f6d17369bb2c2c29d42 sidebar_tab sidebar_tab_left  avia-builder-el-2  el_after_av_textblock  avia-builder-el-last  border_tabs'>\n<section class='av_tab_section av_tab_section av-av_tab-2a3b49afc1cbc1422bebb886706bcad1'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div id='tab-id-1-tab' class='tab active_tab' role='tab' aria-selected=\"true\" tabindex=\"0\" data-fake-id='#tab-id-1' aria-controls='tab-id-1-content'  itemprop=\"headline\" >It Prepares Students for IB Coursework in 11th and 12th Grade<\/div><div id='tab-id-1-content' class='tab_content active_tab_content' role='tabpanel' aria-labelledby='tab-id-1-tab' aria-hidden=\"false\"><div class='tab_inner_content invers-color'  itemprop=\"text\" ><p><strong>It prepares students for advanced language studies in the IB Programme.<\/strong><br \/>\nThe main emphasis of the IB modern language courses is on the acquisition and use of language in a range of contexts and for different purposes while, at the same time, promoting an understanding of another culture through the study of its language.<\/p>\n<p>The aims of language study are to:<\/p>\n<ul>\n<li>develop students\u2019 intercultural understanding.<\/li>\n<\/ul>\n<ul>\n<li>enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes.<\/li>\n<\/ul>\n<ul>\n<li>encourage, through the study of texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures.<\/li>\n<\/ul>\n<ul>\n<li>develop students\u2019 awareness of the role of language in relation to other areas of knowledge.<\/li>\n<\/ul>\n<ul>\n<li>develop students\u2019 awareness of the relationship between the languages and cultures with which they are familiar.<\/li>\n<\/ul>\n<ul>\n<li>provide students with a basis for further study, work and leisure through the use of an additional language.<\/li>\n<\/ul>\n<ul>\n<li>provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language.<\/li>\n<\/ul>\n<p><em>\u201cAims\u201d (2015). Language B Guide.<\/em><\/p>\n<p>JISA students are overwhelmingly successful in modern language IB classes. So successful, in fact, that all IB Spanish and Mandarin Chinese courses have a 100% pass rate. This means that all students taking an IB language course in the 15-16 school year received at least one college credit for their language course.<\/p>\n<p>Students studying Spanish B at the Higher Level, receive 2-3 college course credits at UGA and UNG. Our alumni report being well on their way to earning a minor in Spanish on their first day of college.<\/p>\n<p><strong>FACT:<\/strong>\u00a0In May of 2016, 50% of all Spanish B HL students earned a 6 and the other 50% earned a 7 (on a scale from 0-7). \u00a0These students will enter college with 3-4 language credits if they attend UGA, UNG, or other comparable Georgia institutions.<\/p>\n<\/div><\/div><\/section>\n<section class='av_tab_section av_tab_section av-av_tab-4b44b92ea5bdc85e858034ac92c3a453'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div id='tab-id-2-tab' class='tab' role='tab' aria-selected=\"false\" tabindex=\"0\" data-fake-id='#tab-id-2' aria-controls='tab-id-2-content'  itemprop=\"headline\" >Colleges Prefer It<\/div><div id='tab-id-2-content' class='tab_content' role='tabpanel' aria-labelledby='tab-id-2-tab' aria-hidden=\"true\"><div class='tab_inner_content invers-color'  itemprop=\"text\" ><p><strong>Colleges Prefer It.<\/strong><br \/>\nGetting into college has become extremely competitive. Even getting into our local state institutions is difficult for our best students. Here\u2019s what we know UGA and Georgia Tech say about language development.<\/p>\n<p><strong>UGA<\/strong><br \/>\n\u201cUGA&#8217;s Faculty Admissions Committee has identified a number of additional factors that may be considered in admission decisions or merit scholarship consideration.\u00a0These include: excellence in academic achievement,\u00a0intellectual pursuits, and creative endeavors; an\u00a0understanding of and respect for intellectual, social, and cultural differences;\u00a0significant commitment to citizenship through public service, school activities, community involvement, leadership, and\/or family; evidence of integrity and personal maturity; and\u00a0the ability to benefit from and contribute to a culturally and intellectually diverse community of scholar-citizens.\u201d<\/p>\n<p><em>\u201cAdditional Factors in Admissions Decisions\u201d (2015). Admissions: The University of Georgia. Retrieved from<a href=\"https:\/\/www.admissions.uga.edu\/prospective-students\/first-year\" target=\"_blank\" rel=\"noopener\">https:\/\/www.admissions.uga.edu\/prospective-students\/first-year<\/a>.<\/em><\/p>\n<p><strong>Georgia Tech<\/strong><br \/>\n\u201cWhen evaluating your application for freshman admission, we are very interested in understanding how you\u00a0stretched and challenged yourself relative to the curriculum that was available at your school.Georgia Tech is looking for students who demonstrate intellectual curiosity and aren\u2019t afraid of a challenge!<\/p>\n<p>The University System of Georgia requires minimum academic courses of all first time students, thoughmost applicants exceed those in at least one area.USG requirements include:<\/p>\n<ul>\n<li>English &#8211; 4 Units<\/li>\n<li>Math &#8211; 4 Units<\/li>\n<li>Science &#8211; 4 Units<\/li>\n<li>Social Science &#8211; 3 Units<\/li>\n<li>Foreign Language &#8211; 2 Units<\/li>\n<\/ul>\n<p><em>\u201cAcademic Preparation\u201d (2016). Undergraduate Admission. \u00a0Retrieved from<a href=\"http:\/\/admission.gatech.edu\/freshman\/academic-preparation\" target=\"_blank\" rel=\"noopener\">http:\/\/admission.gatech.edu\/freshman\/academic-preparation<\/a><\/em><\/p>\n<p><strong>Did you KNOW?<\/strong><br \/>\nEducational researcher, P.D. Wiley (1985), found a correlation between high school modern language study and higher academic performance at the college level. Students who studied Latin, French, German, or Spanish in high school performed better in college than their peers who did not study a language.<\/p>\n<\/div><\/div><\/section>\n<section class='av_tab_section av_tab_section av-av_tab-fa95e1d1f9779c7b934fbb206774a15d'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div id='tab-id-3-tab' class='tab' role='tab' aria-selected=\"false\" tabindex=\"0\" data-fake-id='#tab-id-3' aria-controls='tab-id-3-content'  itemprop=\"headline\" >There is a Connection Between Modern Language Study and Improved Academic Achievement<\/div><div id='tab-id-3-content' class='tab_content' role='tabpanel' aria-labelledby='tab-id-3-tab' aria-hidden=\"true\"><div class='tab_inner_content invers-color'  itemprop=\"text\" ><p><strong>Research suggests there is a connection between modern language study and improved academic achievement.<\/strong><br \/>\nFoundational education research dating back to the 1960\u2019s found that dual language proficiency&#8211;<\/p>\n<ul>\n<li><strong>Improves SAT Verbal:<\/strong>\u00a0Eleventh grade students in three different high schools in Maryland who studied a modern language for extended periods of time yielded better results on various SAT sub-tests and on the SAT verbal as a whole than students who studied less modern language (Eddy,1981).<\/li>\n<\/ul>\n<ul>\n<li><strong>Improves ACT Verbal &amp; Math:<\/strong>\u00a0A study of over 17,000 college applicants between 1981 and 1985 showed students who studied a modern language scored higher on ACT verbal and mathematics than their peers who did not study a language (Olsen, 1992).<\/li>\n<\/ul>\n<ul>\n<li><strong>Improves Composite ACT:<\/strong>\u00a0A study of 7,460 students at Southern Illinois University showed that years (as in more than two) of language study positively impacted composite ACT scores.<\/li>\n<\/ul>\n<ul>\n<li><strong>Improves Thinking about Science Concepts:<\/strong>Kessler &amp; Quinn (1980) found that students who studied language increased their native language facility as well. In the science classroom, bilingual students outperformed monolingual children in writing conceptually dense hypotheses and engaging in science concepts in a more meaningful way.<\/li>\n<\/ul>\n<ul>\n<li><strong>Improves Critical Thinking:<\/strong>\u00a0Cade (1997) found that over time, \u201csecond language learners (1) have improved test scores; (2) are able to think divergently; (3) achieve in their first language; and (4) attract and maintain parent involvement.\u201d<\/li>\n<\/ul>\n<\/div><\/div><\/section>\n<\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":10,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-1101","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/jhs.hallco.org\/web\/wp-json\/wp\/v2\/pages\/1101","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/jhs.hallco.org\/web\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/jhs.hallco.org\/web\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/jhs.hallco.org\/web\/wp-json\/wp\/v2\/users\/10"}],"replies":[{"embeddable":true,"href":"https:\/\/jhs.hallco.org\/web\/wp-json\/wp\/v2\/comments?post=1101"}],"version-history":[{"count":0,"href":"https:\/\/jhs.hallco.org\/web\/wp-json\/wp\/v2\/pages\/1101\/revisions"}],"wp:attachment":[{"href":"https:\/\/jhs.hallco.org\/web\/wp-json\/wp\/v2\/media?parent=1101"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}