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The Spanish program at Wilmington Montessori School begins in the Primary (3-6) Program and builds a strong foundation of the Spanish language and culture through middle school. The program is based on the American Council on the Teaching of Foreign Language standards.

The Spanish curriculum emphasizes listening and comprehension at the Primary level, and incorporates more speaking in the Lower Elementary (6-9) Program. The Upper Elementary curriculum balances listening, speaking, reading and writing. In each level, the program builds a foundation for learning foreign language as children learn strategies to approach a new language, a new culture and ethnic diversity.

The program also prepares students to use the language to communicate in real-life situations. To do this, children are surrounded by the language through the use of puppets, props, story-telling and picture cues, Spanish songs using movement, and Spanish poems and fables using rhymes.

Spanish by Age Group

Spanish Program Staff

Ana Brown

Ana Brown
Spanish Teacher
B.A., Language & Literature - English & Portuguese, Maranhão University (Brazil)

Favorite Montessori Moment: During my time at WMS, the thing that has touched me the most is the way children are respectful and caring with each other; I’ve learned that empathy and compassion are sentiments that Montessorians truly take to heart. I also love the feeling of community that we cultivate in the school. This allows teachers, students, parents and staff to engage and cooperate toward the success of the children.

Rocio Viscarra

Rocio Viscarra
Spanish Teacher - Middle School
B.S., Psychology, University of Delaware

Favorite Montessori Moment:
My favorite moment came after I was teaching a Spanish class in which we were reviewing a chapter. One particularly eager student seemed to have the chapter down, so she was asking about material we had not yet covered. I answered her questions as best I could, but I honestly did not know all the answers to her questions, so I asked her to hold her questions so that we could focus on the chapter we were reviewing. She agreed but was noticeably disappointed. When class ended, I took her aside, did my best to explain what she was asking about, and wrote her a little note in Spanish thanking her for her thoughtful questions and letting her know that questions like hers - challenging ones - help to make me a better teacher. She read the note and her face beamed.