World Languages

“Learning another language is not just learning different words for the same things,
but learning another way to think about things.” 

- American journalist, Flora Lewis
At All Saints, we believe in a proficiency-based language experience that cultivates a diverse, equitable, and inclusive mindset from a young age. 

Primary program objectives:
  • Engage Preschool - Grade 8 students within the framework of an immersion classroom 
  • Guide students in establishing a balance between the mechanics of a language and acquiring the confidence to communicate 
  • Provide students with the linguistic key to unlock doors to diverse communities and experience life through various lenses 
The second language acquisition methodologies at All Saints aim to provide a safe, welcoming environment where students can take risks, and above all have fun. Such a setting maximizes opportunities to gain confidence using the language in unrehearsed contexts and spontaneous real-world situations.

After successful completion of eighth grade world language, the All Saints graduate places into a high school level II language course or beyond. Not only are they prepared for their next journey, but they will also have gained the confidence to explore the world at large.

Preschool - Grade 5

Spanish instruction begins in preschool with a focus on language and culture exposure, aiding children in developing emergent interpretive communication skills. Classes increase in length, frequency, and rigor as students move through the grade levels.

Grade 6 - 8

The All Saints middle school world language program is the equivalent of a high school language level I course. Classes meet five days out of the six-day cycle for 45 minutes, thus allowing ample time for individual attention and multiple opportunities for students to participate. This consequently fosters a greater sense of self-confidence in the students’ approach of the language.

World Languages

List of 2 members.

  • Photo of Ashley Zaldívar

    Ashley Zaldívar 

    Spanish 6-8, WL Chair, Director of Outreach & Inclusion
  • Photo of Shervin Mader

    Shervin Mader 

    Lower Grade Spanish Teacher, Upper Grade Latin Studies Teacher


List of 10 items.

  • Preschool

    Spanish instruction begins in preschool with a focus on language and culture exposure, aiding children in developing emergent interpretive communication skills.
    Playful interaction between teacher and students lets children naturally absorb concepts of a new language and become comfortable with communicating in a foreign language.
  • ECC

    In ECC, students explore the Spanish language through fun-filled activities such as singing songs, telling stories and playing games. The children discover introductory conversation skills and vocabulary related to topics such as daily routines, colors, animals and more. This initial exposure allows for students to seamlessly enter into first grade Spanish.  
  • 1st Grade

    In first grade Spanish a broad variety of vocabulary is introduced through songs and games. Students learn about animals, days of the week, months, the weather, seasons and more.
  • 2nd Grade

    Second grade Spanish reinforces concepts covered in first grade while placing a greater emphasis on conversational and writing skills. Colors, shapes, and family are among the various vocabulary groups introduced.
  • 3rd Grade

    In third grade Spanish, students delve into the world of feelings, clothing, family, fruits, and vegetables. The fruit and vegetable unit results in a scavenger hunt in our very own organic garden where students put their language skills to the test. The third graders ultimately venture on a field trip to a local farm stand where they purchase produce using a dialogue they have learned entirely in Spanish.
  • 4th Grade

    In fourth grade world language, students review and expand the language skills developed in ECC through third grades. The total physical response storytelling (TPRS) method is used more extensively.
  • 5th Grade

    Fifth grade world language students review and expand the language skills developed in ECC through fourth grades. There is a continued emphasis placed on speaking, reading, and writing. Total physical response storytelling (TPRS) continues to be used. Verb conjugations in the present tense of both regular and irregular verbs are introduced.
  • 6th Grade

    In sixth grade, students expand their conversational skills and vocabulary. Stories, games, skits, and poems add life to their newly acquired grammar skills. Verb conjugation of the present and near future tenses is mastered.
  • 7th Grade

    Seventh grade students review basic grammatical structures and vocabulary developed in sixth grade. Students work with a variety of verb tenses to further their foundation of grammar. Both auditory comprehension and speech are stressed. Films, music and multimedia presentations further their interest and understanding of the language.
  • 8th Grade

    In eighth grade, the opportunities to develop proficiency are maximized. Weekly writing assignments and conversation practice based on authentic situations aid students in progressing in the language. Eighth graders are challenged to increase their abilities in both oral and written proficiency throughout the year. They achieve a greater mastery of a variety of vocabulary, verb tenses, and grammatical structures.
    After successful completion of eighth grade world language, the majority of graduates place into second year high school Spanish or French.

World Language Competitions

An additional highlight of the middle school foreign language program is the participation by all foreign language students in the annual National Spanish and French competitions.

All Saints Day School

8060 Carmel Valley Road
Carmel, CA 93923
Contact Us Directions
All Saints Day School, in Carmel, CA, is the only independent, private school on the Monterey Peninsula that focuses solely on educating students in Preschool through Grade 8, and has been doing so, with a reputation for excellence, since 1961.

All Saints Day School admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national and ethnic origin, or sex in the administration of its educational and employment policies, admissions policies, financial aid programs, and athletic and other school-administered programs.