A CONTINUUM OF LANGUAGE LEARNING

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April 24, 2026

For information on admission to Notre Dame Prep, please click here.

From daily exposure in prekindergarten to advanced IB coursework, Notre Dame Prep’s world language curriculum reflects a national call for earlier, deeper and more sustained language education.

At a time when policymakers and educators are warning that the United States risks falling behind in global communication, the case for language education has grown increasingly urgent. A landmark report from the American Academy of Arts & Sciences notes that “it is critical that we work together at this moment in history, when there is so much to gain by participating in a multilingual world, and so much to lose if we remain stubbornly monolingual.”

The report underscores a persistent national gap: while more than 65 million U.S. residents speak a language other than English at home, only a fraction reach functional proficiency, and “the vast majority of American citizens remain monolingual.”

Research also points to clear benefits. The study of a second language has been linked to improved learning outcomes, enhanced cognitive ability and “the development of empathy and effective interpretive skills.”

At Notre Dame Preparatory School, language learning is not treated as an isolated subject introduced in adolescence. It is a continuous, developmentally aligned experience beginning in the earliest grades and extending through advanced International Baccalaureate coursework.

Early start, lasting impact

The Academy’s report emphasizes that children are particularly receptive to language acquisition and that instruction “should begin as early in life as possible.”

Notre Dame Prep reflects that approach. All students in pre-kindergarten through fifth grade receive daily Spanish instruction, where exposure begins with sound, rhythm and imitation before progressing to structured communication.

Lower school Spanish teacher Estela Tapia-Rodriguez said the integration of language with broader learning themes is intentional.

“IB gives us the opportunity to connect the language curriculum with the transdisciplinary themes in each one of the classrooms,” she said. “It gives unity to the learning process, and the acquisition of the language turns easy and natural because everything is connected and meaningful.”

Students are introduced not only to vocabulary and grammar, but also to culture through songs, storytelling and traditions. Patricia Wyza, also a lower school Spanish teacher, emphasized that the program has evolved to prioritize authentic engagement.

“We use a lot of real-world resources, cultural artifacts and authentic materials so language isn’t just an idea, it’s real and used by millions of people around the world,” she said.

The approach aligns with national findings that early exposure strengthens both language skills and broader cognitive development. It also reflects a philosophical shift away from rote memorization toward consequential use.

“Over the years, the curriculum has evolved to incorporate technological innovations that give students greater access to learning tools and more personalized pathways,” said longtime NDP Spanish teacher Patricia Salazar. “Students can now demonstrate proficiency through projects, oral presentations and collaborative work, allowing for more meaningful assessment than traditional exams.”

Middle school: language in context

By middle school, students expand into a choice of Spanish or Mandarin Chinese, building on foundational skills while engaging more deeply with culture and communication.

Marisol Aguilar, who has taught Spanish at Notre Dame Prep for 13 years, said the program has intentionally moved beyond traditional instruction.

“Today, our classroom goes far beyond the textbook,” Aguilar said. “Students don’t just learn Spanish — they experience it.”

That experience includes cooking traditional foods, cultural projects, field trips, music and presentations designed to build confidence. “When students connect emotionally and culturally, learning becomes personal — and that is when they truly fall in love with the language,” she said.

The curriculum also reflects International Baccalaureate principles of inquiry and interdisciplinary learning. Aguilar noted that language instruction is aligned across divisions.

“At NDP, we are intentional about alignment and continuity,” she said. “Through collaboration across disciplines, students are able to apply concepts in significant ways.”

This coherence addresses a key national challenge identified in the Academy’s report: language programs are often fragmented, with instruction beginning too late and lacking continuity.

Notre Dame Prep’s structure counters that trend.

Expanding horizons: Mandarin and global relevance

In addition to Spanish, Notre Dame Prep offers Mandarin Chinese, a language increasingly emphasized in national conversations about global competitiveness.

Joanne Liu, who teaches Mandarin in the middle and upper schools, pointed to both cognitive and practical benefits.

“I think that learning a different language not only builds communication skills, but also strengthens critical thinking, cultural awareness, and global perspective,” Liu said.

She also noted the strategic importance of Chinese in the global economy.

“Michigan has strong connections to international business, especially in manufacturing and trade, where China plays a big role,” she said. “This experience helps students prepare for future opportunities and encourages them to be open-minded and respectful of others around the world.”

Nationally, calls to expand Mandarin instruction have intensified, with educators and policymakers highlighting the need for Americans to engage more effectively with Chinese-speaking regions. The Academy’s report reinforces this urgency, noting that language skills are critical to business, diplomacy and scientific collaboration.

Upper school: depth, rigor and IB integration

By high school at NDP, students enter a structured progression that includes Spanish and Mandarin sequences through advanced honors and IB/AP courses.

Spanish courses move from foundational communication in Spanish 1 and 2 to literary analysis and cultural study in upper-level courses, including Honors Spanish Literature and IB/AP Spanish. Mandarin follows a similar trajectory, culminating in IB/AP Chinese.

Lilia Rapson, upper school Spanish teacher and department chair, said the strength of the program lies not in constant curricular overhaul, but in evolving pedagogy.

“We did not change the curriculum, we had been changing the way we teach the curriculum,” she said.

The IB framework plays a central role. Rapson described language as integral to the program’s philosophy.

“The IB program intertwines with language studies by making multilingualism a core requirement, promoting international-mindedness through the study of at least one foreign language,” she said.

Language learning in IB is not limited to grammar. It is contextual and cultural, designed to “build empathy and cultural understanding by focusing on language usage in varied global contexts,” she added.

Kelly Bickes, an upper school Spanish teacher, noted that IB principles shape instruction even in earlier courses.

“The lower-level Spanish classes are geared toward the IB philosophy, and we are meeting the requirements,” she said.

Students can then choose between traditional and IB pathways, ensuring flexibility while maintaining rigor.

Beyond proficiency: cognitive and human benefits

Across all divisions, faculty emphasize that language study extends beyond communication skills.

Rapson described it as foundational to student development. “It enhances cognitive abilities, fosters empathy, and strengthens global competence,” she said.

Bickes highlighted the personal dimension. “There is a feeling of accomplishment and excitement when you can have your first conversation in another language,” she said.

These perspectives align closely with national research. The American Academy report links language learning to improved memory, problem-solving and even delayed cognitive decline, reinforcing its value as a lifelong skill.

A cohesive, continuous model

One of the distinguishing features of Notre Dame Prep’s program is its continuity. From prekindergarten through 12th grade, students encounter a consistent philosophy: language as a lived, cultural experience rather than an isolated academic requirement.

Rapson summarized the progression across divisions.

“Elementary PYP uses a transdisciplinary curriculum that integrates subjects to explore real-world concepts,” she said. “Middle school focuses on inquiry-based learning, global contexts, collaboration and self-management.”

That progression culminates in the Diploma Program, where students engage with language at an advanced level, often entirely in the target language.

Preparing students for a multilingual world

The national conversation around language education continues to evolve, shaped by economic demands, cultural exchange and technological change. The American Academy’s report makes clear that expanding access and starting earlier are essential steps forward.

Notre Dame Prep’s program reflects those priorities in practice. By introducing language early, sustaining it across divisions and integrating it into a broader academic framework, the school offers a model that aligns with both research and real-world needs.

"Learning a language is nourishment for the brain and strengthens it by improving memory and problem-solving skills," Salazar added. "Foreign language acquisition helps students learn about their own language and helps with academic performance in other classes. Studying a different language also relates to NDP's student development by helping to strengthen empathy and respect as young people become more culturally aware."

As Aguilar puts it, the goal extends beyond fluency.

“At NDP, we are not simply teaching Spanish — we are helping students discover their voice, broaden their vision, and prepare to engage meaningfully in a global society.”

For information on admission to Notre Dame Prep, please click here.

Comments or questions? mkelly@ndpma.org

About Notre Dame Preparatory School
"At Notre Dame Prep, we inspire our students to become the best versions of themselves. We challenge them through an experience of academic excellence, focused on active, project-based learning. We invite them to explore a world of opportunities beyond the classroom. We guide them as they grow in spirituality within a community strong in its Catholic and Marist identity."

Notre Dame Preparatory School is a private, Catholic, independent, coeducational day school located in Oakland County. Notre Dame Preparatory School's upper school enrolls students in grades nine through twelve and has been named one of the nation's best 50 Catholic high schools (Acton Institute) four times since 2005. Notre Dame Prep's middle and lower schools enroll students in pre-kindergarten through grade eight. All three schools are International Baccalaureate "World Schools." NDP is conducted by the Marist Fathers and Brothers and is accredited by the Independent Schools Association of the Central States and the National Association of Independent Schools. For more on Notre Dame Preparatory School, visit the school’s home page at www.ndpma.org.